Unit Plan: Civil Rights

Lesson Plan for Thursday

Grade: 1st
Social Studies Strand: Civics
Submitted By: Deavon Hinebauch


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell
Lesson Plan for Thursday Strand: Civics submitted by: Deavon Hinebauch
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan: This lesson is designed for first grade students to learn about
individual rights in the classroom; it is the fourth lesson in a five-day unit on civil rights. This
lesson uses the Houghton Mifflin Social Studies textbook School and Family (pp. 244-247).
C. Basic Information:
Grade Level: 1
st
Grade
Time to Complete this Lesson: 50 minutes
Groupings: Whole group for vocabulary review and introduction, final R&R list, and
reading, small group for class rights and responsibility list and assessment discussion
questions, individual for Study Guide/Vocabulary sheet.
D. Materials:
Houghton Mifflin 1st Grade Social Studies Book: School and Family (p. 244-247)- one
for each student
Vocabulary and Study Guide (Unit Resources p. 78)-one for each student. Sample
at the bottom of page 247.
Poster boards for each group
Paper and Pencil

E. Objectives:
o NV State Social Studies Standards
C13.1.2 Identify an individuals rights within the classroom.

o Student-Friendly Standards
I can identify an individuals rights within the classroom.
F. Vocabulary
Citizen: a person protected under its government who is guaranteed rights
Right: something you are free to do
Responsibility: a duty to do something
Vote: make a choice that is counted
Lesson Plan for Thursday Strand: Civics submitted by: Deavon Hinebauch
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
G. Procedure:
1. Introduction: Okay first graders, we have been learning about the importance for
people to have civil rights, and some important people that helped begin the
movement for each person to have some very important civil rights. Now we are
going to start applying those ideas more to the classroom. First, we are going to learn
a little about what it means to be a citizen. Next, review the vocabulary terms.
2. Explain the Study Guide students will complete as we read. As a class, read p. 244-247,
relating the roles of being a citizen to the classroom. Remind students of why it is
important to create laws and ensure equal rights to all citizens. They should reference
the lessons of the past three days, guide students as needed. Students should take
notes and record responses on their Study Guide during the reading, and can continue
after the reading.
3. Ask questions listed in the margins of the TE as an ongoing check for understanding,
specifically the Talk About it question 1 and 2 on p. 245. In addition, when reading
about voting, remind students of how they took a vote for the best symbol for our
classroom the day before and why that was the fairest way to choose a symbol.




4. Assess student understanding by asking review and assessment questions on page 247.
Have students discuss answers in small groups and then share with the class.







5. Teacher and students should then create a list of students rights and responsibilities in
the classroom-draw a T-chart labeling Rights on the left and Responsibilities on the
right. Have small groups (3-4 members) create a list of each on a poster board.
Teacher should place poster board in front and collect answers from small groups,
being sure that all students agree on each (take a vote if there is a disagreement).
Place the final list in the room by civil rights photographs.
H. Assessment:
What will you use to measure student understanding?
I will measure student understanding through graded Study guide, student responses of
ongoing assessment questions, observational assessment of small groups, and final list
of rights and responsibilities.
Explain how you will know students understand the concepts from the lesson.
Lesson Plan for Thursday Strand: Civics submitted by: Deavon Hinebauch
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
I will evaluate whether students can identify an individuals rights within the classroom
through the group poster boards and class discussion in creating the class list of rights
and responsibilities.
I. Closure:
Ticket out the Door: What do you think is the most important student right in the
classroom? Why?
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think the reading and Study Guide will be the easiest to teach, it is self-explanatory
and straightforward.
2. Which part will be most challenging for you to teach?
I think the most challenging will be helping students to identify students rights in the
classroom, referencing what students have learned about civil rights over the past
few days.
3. How will you follow up or extend this lesson?
I will extend the lesson in reviewing and adding class rights and responsibilities over
the next few days, reminding students of their obligation to uphold each and
having them continuously thinking about the list and its relevance.
4. What can you do for students who do not grasp the concepts?
Small group work allows students to collaborate with peers with assessment
questions and list creation. Students who still do not grasp concepts with peer
assistance should perform reading skill task on p. 245.






5. Which part of the lesson, if any, do you think might need to change?
Students may need more teaching with the reading, in which I would incorporate
more questioning and strategies included in the text.
6. When you were writing this lesson plan, what was the most difficult part?
This lesson was more straightforward in using the text strategies, so there were no
sections that were too difficult to write more than other sections.