Candidate Names: Sophie Lee and Allison Smith

TAG Strategy in this lesson: Decision Making

LESSON NAME: Blast from the Past!

Time Needed (Hours/Days): 60-80 minutes

Grade 3 Subject: Social Studies

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

Advanced Communication Skills: Advanced Research Skills:
10. The student supports and defends his/her own Choose an item.
opinions while respecting the opinions of others. Choose an item.

Creative Thinking and Problem Solving Skills: Higher Order Thinking Skills:
8. The student tolerates ambiguity when solving 3. The student conducts comparisons using criteria.
problems. 4. The student makes and evaluates decisions using
10. The student monitors and reflects on the creative criteria.
process of problem solving for future applications.
CCGPS:
SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
SS3H2a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod
Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human
rights), Thurgood Mars
SS3H2b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how
they overcame them.

ENDURING UNDERSTANDING:
People are faced with making decisions every day. Whether the decision will have a small or large impact, you must consider many
criteria and evaluate them to help you make the decision.
We know Americans faced many challenges in their mission to expand peoples rights and freedom as citizens. In their right for
freedom, these men and women persevered to overcome many obstacles to ensure the fair treatment and equality for all citizens of the
United States. These American heroes had to make many important decisions in their lives reach their goals and accomplishments.

ESSENTIAL QUESTION(s)
What criteria should be considered when making decisions?

TEACHER LESSON PREPARATION

Hook: color printed picture cards
Activity: printed out American Heroes bios, decision making matrix, and synthesis activity sheet
Small groups of no more than three students
Ticket out the door/reflection
ACTIVATING STRATEGY
Put students into groups of 3 students and give each group the set of attached pictures face down. Students should flip
pictures over and discuss as a group how the pictures are related. Come back together to share ideas, focusing on that
the pictures are related because they are all places to have a birthday party. Suppose you have to decide where to have
your birthday party. You have the choices of slumber party, Main Event, laser tag, painting party, Catch Air, or American
Girl. Now, you have to decide the one place where you will have your birthday party. What should be considered when
you make that decision?
Allow for student input or begin to model some criteria questions such as: (write on board)
I know 25 people are invited, will this place be able to hold that many kids?
Is this place appropriate for third graders?
Is it interactive? Will both boys and girls have fun?
Is it expensive? (cost-effective)
Will we have to share the space with other birthday parties?
After generating questions, explain that these questions are called criteria. Setting criteria before making your decision
helps you consider many factors and will lead you to a solid and practical decision.

Instructional Sequence and Activities including use of technology

Explain that we are faced with making decision every moment of the day. Think about all the decisions that are made
just at this school. Who at this school makes decisions? (students, teachers, principal, guidance counselor, etc.) Explain
that today THEY will be making a very important decision for State Bridge Crossing Elementary. Teacher will introduce
and explain task below and walk students through each step. Throughout the lesson, teacher will facilitate and guide
students when needed.

Task: Your class has the opportunity to bring a famous American hero back to life to be principal at State Bridge Crossing for a day!
Which American hero will you choose to be principal for a day?

Step 1: Read the information about each famous American Hero.

-Differentiation: Students who are lower readers can use biography cards as a reference to create criteria. Students that are
higher readers may use biography books from Social Studies series.

Step 2: (remind students criteria should be specific, like in hook activity) With your small group brainstorm a list of possible criteria
questions to help guide your decision making. Then discuss the list and decide on four criteria (how will you make your decision) that
will best help you to choose an American hero to be principal for a day. Think about what makes a good leader? What experiences will
help each person be an effective principal?

Step 3: Enter the criteria in the boxes at the top of the decision-making matrix.

Step 4: Your group should thoughtfully discuss each criteria and then rank the American hero from 1-5, with 5 being he/she fits the
criteria most, and 1 being he/she fits the criteria least.

Step 5: Total the numbers for each American hero.

Step 6: Circle the American hero with the greatest number of points. If you have a tie, you must decide on another criteria to break
the tie.

Step 7: Students will independently write an opinion piece stating which American hero their group decided to be principal
for a day. The writing should explain why the person is a good choice. Justify the decision using evidence from the
criteria and the facts from the biography.

-After completing writing piece, students will regroup with their small group from the activity. Each small group will
share with the class their choice of principal for a day and justify their decision based on their criteria.
-After sharing, discuss if anyone is thinking differently about their decision or possibly would change it based on other
ideas or reasoning heard in our discussion.

Synthesis Activity: (independent)

Assume your American hero has accepted your invitation to be principal for a day at State Bridge Crossing. Create a
flyer, Chatterpix, song/rap/poem, or short monologue from his/her point of view expressing why you, the American
hero, will be a great principal for a day. Describe some things you will do for our school during your visit. Your product
will be aired on BNN to get the students excited about the upcoming visit!

Assessment Strategies
Opinion paragraph from step 7 and synthesis activity product
Ticket out the door/reflection

Differentiation:
Hook: give groups pictures related to different topics (ex. Movies to see, lunch choice, vacation choices, summer camps)
Step 1: Students who are lower readers can use biography cards as a reference to create criteria. Students that are
higher readers may use biography books from Social Studies series.
Step 1-2: Group students according to reading ability;
-Amount of American heroes may be decreased to three if student is struggling
Step 2: Criteria setting- teacher can set 1 criteria with students

Follow Up Extension:
-Who would you pick to be the vice principal for the day? Why?
-The American hero has asked you for to a tour guide after school is out. Since this American hero is not from this time
period, what or where would you show them that has changed since he/she was alive? What could you show them as
evidence that his/her accomplishments have impacted our country? (Assume you can go anywhere in America.)

Materials/Links/Text References/Resources
3rd grade mini-biography series-American Heroes
Your class has the opportunity to bring a famous American hero back to life to be
principal at State Bridge Crossing for a day! Which American hero will you
choose to be principal for a day?
Step 1: Read the information about each famous American Hero.

Step 2: With your small group brainstorm a list of possible criteria questions to help guide your decision making. Then
discuss the list and decide on four criteria (how will you make your decision) that will best help you to choose an
American hero to be principal for a day. Think about what makes a good leader? What experiences will help each person
be an effective principal?

Step 3: Enter the four criteria in the boxes at the top of the decision-making matrix.

Step 4: For each criteria, rank the American hero from 1-5, with 5 showing he/she fits the criteria most, and 1 showing
he/she fits the criteria least.

Step 5: Total the numbers for each American hero.

Step 6: Circle the American hero with the greatest number of points. If you have a tie, you must decide on another
criteria to break the tie.

Step 7: What American hero did you decide to be principal for a day? Explain why your person is the best possible
choice. Justify your decision using evidence from the criteria you created and the facts from the biography.

Think about it some more

Assume your American hero has accepted your invitation to be principal for a day at State Bridge Crossing. Create a
flyer, Chatterpix, song/rap/poem, or short monologue from his/her point of view expressing why you, the American
hero, will be a great principal for a day. Describe some things you will do for our school during your visit. Your product
will be aired on BNN to get the students excited about the upcoming visit!
 Born in 1735, Paul Revere lived near Boston Harbor where he was a silversmith in
Paul Revere his fathers shop. He heard several complaints from fellow colonists against the
unfair treatment by the British government. He was a patriot because he believed
that colonies should be free from British rule. Paul belong to a secret group, The
Sons of Liberty, which organized protests and boycotts against the British. Paul
helped to organize the Boston Tea Party, where patriots dumped British tea into the
Boston Harbor to protest unfair tax on tea. Paul is most well-known for his midnight
ride in which he rode to warn fellow Patriots that the British were coming to attack
them. His warnings helped Patriots ready for battle and fight against the British in
which was the beginning of the American Revolutionary War. Paul helped colonists
gain their independence from Britain and become The United States of America.

Frederick Douglass was born an enslaved and was owned by the Aulds. Sophia Auld
Frederick Douglass taught Frederick to read and write, which was illegal for slaves, but was stopped by
her husband, Hugh. Because Frederick was determined to learn, he would give poor
white boys pieces of bread in exchange for knowledge and sneak to read the Auld
sons books and Bible. Frederick was sent to Baltimore, Maryland to work in the
harbor. He escaped to freedom on a train to New York by dressing up as a sailor and
carried fake papers of a free slave. He settled down in Rochester, New York where
he worked with abolitionists, started an antislavery newspaper called The North
Star, wrote and delivered speeches against slavery, and worked alongside Harriet
Tubman to help escaped slaves on the Underground Railroad. Frederick Douglass
also became an advisor to President Lincoln during the Civil War and an advocate
for African American soldiers in the Union Army. Frederick Douglass a great writer,
passionate speaker and fighter for civil rights, freedom, and justice.

Susan B. Anthony was born and raised in a Quaker household. Her family believed
Susan B. Anthony that all people were equal and should be treated fairly. She went on to become a
teacher and worked closely with other abolitionists to end slavery. She gave speech
and helped African American men win suffrage, or the right to vote. Susan B.
Anthony partnered with Elizabeth Cady Stanton to help women earn the right to
own property and the right to vote. She organized and spoke at womens rights
conventions, led womens political groups, such as The National Woman Suffrage
Association, and organized womens suffrage marches and protests across the USA.
Even though women were not allowed to vote, Anthony did it anyways and was
arrested for her crime. Anthony worked diligently along with Stanton for 52 years
fighting to expand womens rights in the US. In 1920, women were guaranteed
suffrage.
Mary McLeod Bethune Mary McLeod Bethune was born in 1875 in South Carolina. At a very young age,
Mary had a passion for learning, but was told she could not learn to read simply
because the color of her skin. Mary did not let that stop her. She persevered and
left home to attend Scotia Seminary school, where she excelled. Mary went to
Moody Bible institute to study religion and hoped to travel to Africa as a missionary.
Again because of the color of her skin, Mary could not find a job and churches did
not want to send her to Africa. Mary realized that she could use her passion for
teaching to educate children in the United States. She became a teacher at the
Haines Institute for African American Children. After learning how to teach and run
a school, Mary decided to start her own school for African American children. Mary
also started several organizations to help fight the unfair treatment of African
Americans and to educate African American youth. She became a respected advisor
to President Coolidge, President Hoover, and President Roosevelt. She was asked by
President Roosevelt to lead the National Youth Association, which helped create
jobs for African American youth and young adults.

Franklin D. Roosevelt Franklin Roosevelt was born Hyde Park, New York, in a very wealthy family. His
family believed in doing work to help others. When FDR was young, he got Polio,
which affected his ability to walk. His disease did not stop him from accomplishing
many things. FDR served as the governor of New York and then in the US Senate
before becoming President of the United State. During his presidency, the US
entered the Great Depression which put millions of Americans out of work. FDR
held radio speeches, fireside chats, to explain to Americans how the government
would help people get through the Depression. FDR was responsible for creating
The New Deal, which helped to create public service jobs that would not only get
citizens back to work, but also better our country. He was also president when
Japan attacked the US at Pearl Harbor, which started WWII. The citizens in America
loved FDR and elected three times as President, which is longer than any other
president in history. FDR believed that most important work he could do was
working for the good of others. He based his lifelong work and presidency on
always helping others and inspiring America.
 Decision Making Matrix
Criteria

Total
American
Points
Hero

Paul Revere

Frederick
Douglass

Susan B.
Anthony

Mary
McLeod
Bethune

Franklin D.
Roosevelt
What American hero did you decide to be principal for a day? Explain why your person is the best possible choice. Justify
your decision using evidence from the criteria you created and the biography.

I chose ________________________________ to be principal for a day because

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 Ticket out the door
How did setting criteria help you make your decision?

While setting the criteria in your small group, was it important to hear and
discuss different ideas about each criteria? Why or why not?

Is there a decision in your own life that you could apply this activity to?

What challenged you during this activity?