Lesson Plan #3: Integrating Language Arts &

Social Studies

Grade: 5
Social Studies Strand: Civics
Submitted By: Janis Gomme-Campbell

EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell




Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan: Unit 1 of 3
SW learn about why Independence Day is important to us as American citizens, and
analyze why we celebrate on July 4th. SW learn about the Pledge of Allegiance and the
meaning behind it.
C. Basic Information:
Grade Level: 5th grade
Time to Complete this Lesson: 60 minutes
Groupings: whole class, partners, individual.
D. Materials:
pencil
lined notebook paper
Strips of paper, blue and red strips with words & meanings.
photo-copy of the Pledge of Allegiance
Activity #1 worksheet (attached)
History channel website: http://borchardtlibrary.edublogs.org/2013/10/30/5th-grade-
declaration-of-independence-webquest/
You Tube video: Charlie Daniels recites Red Skelton's Pledge of Allegiance.
http://youtu.be/xoJIMNXq4OU. (optional, if time allows).
E. Objectives:
o NV State Social Studies Standards
c13.5.4 - Explain the symbolic importance of the Pledge of Allegiance
and the Fourth of July.
o Student-Friendly Standards
c13.5.4 - "I can learn about the Pledge of Allegiance and why we
celebrate the Fourth of July."
F. Vocabulary
patriotism - when a person loves and is loyal to his/her country.
indivisible- not divisible; not separable into parts; incapable of being divided: one
nation indivisible.
allegiance- an agreement between countries or groups.
republic- a country that elects a president, and does not have a king or queen.

Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
G. Procedure:
1. TW briefly talk about the Revolutionary War when the states wanted to declare
themselves separate from Britain's rule. (prior lesson).
2. TW explain Activity lesson #1 (see attachment) and what is expected.
3. TW show History channel video 1, "America: The Story of Us: Declaration of
Independence"
4. SW read about "interesting facts" about the Declaration (refer to attachment)
5. TW lead class in reciting the Pledge of Allegiance. (refer to attachment)
6. TW ask questions:
Why do we say the Pledge of Allegiance every day? (To remember those
who have fought for our freedom.)
Why do we put our hands over our hearts? (Typically, the right hand is used to
hold a weapon. An empty right hand over the heart signifies peace)
For what reason do we stand tall when we recite the pledge? (out of respect)
Why is it important to look at the flag when we recite the pledge? (out of
respect)
What do you think of while reciting the pledge?
Do you think about the men and women fighting for our freedom? Do you
think about those that sacrificed their lives to keep our country free?
(possible answers)
7. TW examine vocabulary words (patriotism, indivisible, allegiance, republic)
8. TW refer students to "What It Means" handout. Class discussion and questions about
meanings.
9. SW work with a partner on Activity #2. Match red strips of paper (words) with the blue
strips of paper (meaning) SW be given 10 minutes to complete this task.
10. TW go over Activity #2 answers with the class with the groups. (Ref: Illinois Lesson Plan "I
Pledge of Allegiance...and Know What it Means")
11. SW individually write about how the words and meaning of the words relate to their
own lives (connections). Students must write at least 4 sentences.
12. SW hand in Activity #1 worksheet (for assessment)







Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
H. Assessment:
What will you use to measure student understanding?
I will be observing individual students while they work on Activity #1. I will be watching
for participation. I will be grading Activity #2. I will be looking at connections hand-in.
Explain how you will know students understand the concepts from the lesson.
Observation and student participation.
I. Closure:
Whole class question and answer session. TW ask questions of the students pertaining to
this lesson.
Why did the states want to be separate from Britain? (They wanted to elect their
own president instead of having a King or Queen.)
What did Britain do when they found out the states wanted to be separate? (They
didn't like it and sent troops over to fight the states.)
Who won the Revolutionary War? (We did, of course! That is how we became the
United States of America)
Why do we recite the Pledge of Allegiance? (To pay respect to our country and
those who fight for our freedom)
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
Showing the video and talking about different aspects of it.
2. Which part will be most challenging for you to teach?
Probably reiterating history at the beginning of the lesson. I foresee some blank
faces and not sure how detailed I should get about a former lesson I have taught
already.
3. How will you follow up or extend this lesson?
I like hands-on activities, so I might include another quick one.
4. What can you do for students who dont grasp the concepts?
Punt.
5. Which part of the lesson, if any, do you think might need to change?
This is unit 1 of 3. If I cannot cover all this in unit 1, I can spread it out into units 2 & 3.
6. When you were writing this lesson plan, what was the most difficult part?
Thinking of a way to keep the students interested by changing things up.

Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5

7. Explain the strategy from Integrating Language Arts & Social Studies that you
included in this lesson plan.
Students are required to make connections between their own lives and the words
from the Pledge of Allegiance (Procedure: #11)


































Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 6








The Pledge of Allegiance
The Pledge of Allegiance was written in August 1892 by the socialist minister Francis Bellamy (1855-1931).
It was originally published in The Youth's Companion on September 8, 1892. Bellamy had hoped that the
pledge would be used by citizens in any country.
In its original form it read:
"I pledge allegiance to my Flag and the Republic for which it stands, one nation, indivisible, with liberty
and justice for all."
In 1923, the words, "the Flag of the United States of America" were added. At this time it read:
"I pledge allegiance to the Flag of the United States of America and to the Republic for which it stands, one
nation, indivisible, with liberty and justice for all."
In 1954, in response to the Communist threat of the times, President Eisenhower encouraged Congress to
add the words "under God," creating the 31-word pledge we say today. Bellamy's daughter objected to this
alteration. Today it reads:
"I pledge allegiance to the flag of the United States of America, and to the republic for which it
stands, one nation under God, indivisible, with liberty and justice for all."

reference: http://www.ushistory.org/documents/pledge.htp







Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 7
What it Means...


I pledge allegiance - I promise to be true

to the flag - to the symbol of our country

of the United States of America - each state that has joined to make our country

and to the Republic - a republic is a country where the people choose their
representatives, to make laws for them, that is the government is for the people

for which it stands - the flag, meaning the country

one nation - a single nation

under God - the people believe in a supreme being

indivisible - the country cannot be split into parts

with liberty and justice - with freedom and fairness

for all - for each person in the country, you and me!

reference: http://www.buzzle.com/articles/why-is-the-pledge-of-allegiance-
important.html





Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 8


Interesting facts about the Declaration of Independence

*In June 1776, Congress selected a committee including John Adams, Ben Franklin, Thomas Jefferson, Robert
Livingston, and Roger Sherman to draft a declaration of independence. The committee then chose Thomas
Jefferson to write the document.

*On June 11, 1776 Thomas Jefferson began writing the first draft of the Declaration of Independence in
Philadelphia. He finished 17 days later on June 28.

*The first part of the document explains the reasons behind the break with England. The last part is a list of
grievances and complaints against King George III.

*Even though the Declaration of Independence was adopted by Congress on July 4, most delegates didn't sign
until August 2.

*56 men signed the Declaration. The youngest was 26; the oldest (Ben Franklin) was 70.

*2 future presidents signed (John Adams and Thomas Jefferson) as well as 3 future vice presidents.

*Other signers included farmers, lawyers, merchants, and physicians.

You've been a great class. Now go grill some hot dogs, eat some potato salad and baked beans and drink some
iced tea. And as you watch your fireworks show tonight, take a moment to remember the men and women who
have helped to keep this an independent nation for more than 200 years!


Reference: http://johndeeremom.blogspot.com/









Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 9
Activity #1

Write down 3 questions you may have about the Declaration of Independence and during the
course of this lesson, find the answers to record. Please include the source (where you
found your answer, either the website video, text, or discussion).

1st Question:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Answer:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Source:
-----------------------------------------------------------------------------------------------

2nd Question:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Answer:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Source:
-----------------------------------------------------------------------------------------------



Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page
10
Activity #1
Page 2

3rd Question:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Answer:
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------

Source:
-----------------------------------------------------------------------------------------------



















Lesson Plan #3 -Civics submitted by: Janis Gomme-Campbell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page
11