Unit Plan: Social Issues in Michigan
Megan Freeman
3rd Grade
Sources
APA
Atlas. (n.d.). Unit 6: Public Issues Facing Michigan
Citizens. Retrieved February 09, 2018, from
https://oaklandk12-
public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Def
ault?
BackLink=1115516&UnitID=13481&YearID=2018&Curr
iculumMapID=44&SourceSiteID=2599
Hess, D. E. (2005). How Do Teachers' Political Views
Influence Teaching about Controversial Issues? Social
Education, 49, 47-48. Retrieved February 9, 2018, from
https://www.socialstudies.org/publications/socialeducation
/january-february2005/how-do-teachers-political-views-
influence-teaching-about-controversial-issues.
Macalister, T. (2009, September 17). World's biggest
offshore windfarm launched ... eventually. Retrieved
February 09, 2018, from
Important Content/Information
This source provides valuable resources for one of the public issues that we
are presenting to the students, the concept of wind farms in Michigan. It also
provides some lessons and learning objectives that we are pulling from for
three main ideas:
1. Identifying a problem.
2. Making an informed decision regarding a problem.
3. People disagree on how to solve the problem.
This article was very useful in providing us teachers some guidance as to
how to talk about and approach controversial issues in the classroom. Talking
about controversial or sensitive topics is not always easy, so this article
helped us prepare ourselves for some uncomfortable discussions that may
occur. The author goes into detail about four main types of approaches on
how the teacher’s own political views may influence the classroom. Those
include:
1. Denial
2. Privilege
3. Avoicane
4. Balance
This article is one that we are going to present to our students and ask them
to define the public issue, recognize the pros and cons, develop an opinion on
it, and then offer a suitable solution to. This article focused on offshore wind
https://www.theguardian.com/environment/2009/sep/17/w farms. Some of the pros included:
orlds-largest-offshore-wind-farm-dong?  Generates green power
 Can supply power to up to 200,000 households
BackLink=1115516&http%3A%2F
 Not on land so it is not disturbing people
%2Fwww.guardian.co.uk%2Fenvironment Some of the cons included:
%2F2009%2Fsep%2F17%2Fworlds-largest-offshore-  Very expensive to build
wind-farm-dong  Unreliable

21 Pros and Cons of Zoos. (2017, May 31). Retrieved
February 09, 2018, from https://vittana.org/21-pros-and-
cons-of-zoos
This is another article that we are presenting to the class and asking them to
define the public issue, recognize the pros and cons, develop an opinion on it,
and then offer a suitable solution to. This article focused on the pros and cons
of keeping animals in zoos.
Some of the pros included:
 They can be educational
 They provided a protective habitat for animals
 They are an economic resource
 They can help endangered animals
Some of the cons included:
 Is it ethical to hold animals in captivity?
 Not all zoos provide their animals with proper care
 Animals in captivity can develop health problems
 Captivity can change animal behavior

The Pros and Cons of Unmanned Aerial Vehicles (UAVs). This is another article that we are presenting to the class and asking them to
(n.d.). Retrieved February 09, 2018, from define the public issue, recognize the pros and cons, develop an opinion on it,
and then offer a suitable solution to. This article is focused on the pros and
https://onlinemasters.ohio.edu/the-pros-and-cons-of- cons of drones and UAVs.
unmanned-aerial-vehicles-uavs/ Some of the pros included:
 Security reasons
 Aerial imaging
 Easily deployable
 Precision
Some of the cons included:
 Safety
 Uncertainty in legislation
 Privacy
School Uniforms - ProCon.org. (2017, November 15).
Retrieved February 09, 2018, from https://school-
uniforms.procon.org/
Cohen, M. (2007, June 20). Cell Phones at School: Should
They Be Allowed? Retrieved February 09, 2018, from
https://www.familyeducation.com/life/kids-cell-
phones/cell-phones-school-should-they-be-allowed
Cohen, R. (2015). Teaching about the Berkeley Free
Speech Movement: Civil Disobedience and Mass Protest
in the 1960;s. Social Education,5(79), 301-308. Retrieved
February 09, 2018, from
https://www.socialstudies.org/publications/socialeducation
/november-
december2015/teaching_about_the_berkeley_free_speech
_movement_civil_disobedience_and_mass_protest_in_the
_1960s.
10 Biggest Pros and Cons of Pesticides. (n.d.). Retrieved
February 09, 2018, from https://franticfoodie.com/10-
This is another article that we are using to provide information for the students
to research during their performance task. They will be using this article to
read about the issue along with the pros and cons of wearing school
uniforms. They will use this information to form an opinion and propose a
solution.
Pros include:
 Keeping students focused on education
 Reducing peer pressure
Cons include:
 Restrict expression
 Promote conformity over individuality
This is another article that we are using to provide information for the students
to research during their performance task. They will be using this article to
read about the issue along with the pros and cons of having cellphones in
school. They will use this information to form an opinion and propose a
solution.
Pros include:
 Can be used for emergencies
 Are easy to turn on and off
Cons include:
 Distracting
 Cyber bullying
This article will be used by us as teachers to familiarize ourselves with
different types of protests and historical examples of them.
This is another article that we are using to provide information for the students
to research during their performance task. They will be using this article to
read about the issue along with the pros and cons of using pesticides on
biggest-pros-and-cons-of-pesticides/ plants. They will use this information to form an opinion and propose a
solution.
Pros include:
 Plentiful harvest
 Easily available
Cons include:
 Health concerns
 Harms animals

GLCE’s:
1. P3.1 Identifying and Analyzing Public Issues. Clearly state a problem as a public policy issue, analyze various perspectives, and generate
and evaluate possible alternative resolutions.
2. 3 – P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
3. 3 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative
resolutions.
4. 3 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in
Michigan.
5. P3.3 Persuasive Communication About a Public Issue. Communicate a reasoned position on a public issue.
6. 3 – P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned
argument
7. 3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g.,
respecting the rights of others, voting, obeying laws).

8.

Big Ideas:

 Citizens express opinions on public issues and propose solutions.

 Citizens have rights and responsibilities as members of a democratic society.
 Different perspectives of core democratic values can lead to conflict.

Essential Questions:
  How do citizens express opinions on public issues and propose solutions based on information?
 How do the rights and responsibilities of a citizen affect a democratic society?
 How do different perspectives of core democratic values lead to conflict?

Sources:
https://oaklandk12-public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default?
BackLink=1115516&UnitID=13481&YearID=2018&CurriculumMapID=44&SourceSiteID=2599
https://www.theguardian.com/environment/2009/sep/17/worlds-largest-offshore-wind-farm-dong?BackLink=1115516&http%3A%2F
%2Fwww.guardian.co.uk%2Fenvironment%2F2009%2Fsep%2F17%2Fworlds-largest-offshore-wind-farm-dong
https://www.eia.gov/kids/?BackLink=1115516&http%3A%2F%2Ftonto.eia.doe.gov%2Fkids%2F
http://www.canr.msu.edu/landpolicy/
https://www.yahoo.com/?err=404&err_url=https%3a%2f%2fwww.yahoo.com%2farticle%2f2610413%2foffshore_wind_turbine_farm_in_lake.html
%3fBackLink%3d1115516%26cat%3d9

5. Unit Objectives (9 points):

1. Students will be able to construct an opinion regarding public issues.
2. Students will be able to identify and explain how the core democratic values apply to public issues in Michigan.
3. Students will be able to identify the rights of a democratic citizen.
4. Students will be able to identify the responsibilities of a democratic citizen.
5. Students will be able to propose a solution to a public issue.
6. Students will be able to work collaboratively with their peers.
7. Students will be able to present their chosen public issue and proposed solution.
8. Students will be able to discuss and debate their opinion with evidence and reason.

6. Rationale

What are you teaching? Why you are teaching this?

(Must align with the 5 elements of powerful social studies)
What are public issues?
 In order for students to be able to come up with a
solution to a public issue, they need to know what
they are and how they are resolved.
Point of View:
 Arguments with public issues come about when
there are different points of view. Students need to
understand this and be able to see the different
points of view in order to create a solution.
Core Democratic Values:
 Students need to know what the core democratic
values are to ensure that they are being met in
their solutions.
Exploring public issues in Michigan:
 Students need to be aware of the different issues
that are taking place around them.
Exploring resolutions to public issues:
 Students should have some examples of other
public issues and how they were resolved or
solutions that have been proposed in order to
brainstorm their own.
Choosing their own public issue and creating a solution:
 Students will work in groups to research a public
issue and work together to come up with a
solution. They will then create a poster to present
their ideas to the class.
Value-Based:
 This unit is value-based because what they learn will be useful
life skills for them as they grow into adult citizens. They will
have a better understanding of their rights and responsibilities
as a citizen as well as how to help their communities.
Meaningful:
 This unit is meaningful because they are researching and
finding a solution to a public issue that is relevant to them. They
get to choose which public issue they want to research so that
makes it even more meaningful to them.
Challenging:
 This unit will be challenging because students need to research
their public issue and work in groups to create a solution. They
may have to debate their opinion and back it up with evidence
and reason.
Active:
 This unit is active because they are up and working with other
students to create a poster.
 I plan on doing multiple different forms of participation in whole
group, small groups, and individually.
Integrative:
 This unit is integrative because it will incorporate writing and art
in order to create their poster.
 Since they will have to backup their opinion with evidence, it
connects to writing the most. It is almost like an opinion or
 persuasive essay.

Stage 2: Assessment/Evidence (10 points):

1. Prior Knowledge (
 C3 Structure and Functions of Government Describe the structure of
government in the United States and how it functions to serve citizens.
 2 – C3.0.1 Give examples of how local governments make, enforce and interpret laws in the local community.
 2 – C3.0.2 Use examples to describe how local government affects the lives of its citizens.
 2 – C3.0.3 Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries,
parks).
 Opinion Writing - Students are currently or have already worked with opinion writing. They are working on forming opinions
and supporting their opinions with reasons and details.

2. Pre-Assessment: Seeing Student Thinking

We learned that the students do not know the core democratic values or the rights and responsibilities of a citizen. This changed our
plan because we now have to spend some time teaching the students these concepts.
 The students are not aware of what a public issue is, but they are able to form opinions based on information given to them.
They still need assistance with supporting their opinion with evidence and brainstorming solutions. We may need to review
how to support their opinion with evidence and have a lesson on finding solutions to problems.

3. End-of-Unit Performance Task

Students will work in a group to create a presentation that explains their chosen public issue, their opinion supported with evidence,
and a possible solution. Students will use their knowledge of citizens’ rights and responsibilities as well as the core democratic values
to defend their opinion.
 Rubric

3 2 1
Opinion Opinion is clearly Opinion is clearly Opinion is not
stated and focused. stated but may lack clearly stated and
focus. lacks focus.

Evidence Provided 4 or more Provided 3-2 Provided less than

strong pieces of reasons to support 2 reasons to
evidence to support their opinion, but did support their
their opinion, and not explain them. opinion and had no
explained them. explanation.

Rights/Responsibilities Uses citizens’ rights Uses either rights Fails to use any
and Democratic Values and responsibilities and responsibilities, rights and
and core democratic or core democratic responsibilities or
values to support values, but not both. core democratic
their opinion. values.

Solution Provides a possible Provides a solution Solution is not

solution that is clear, that is clear, but may clearly stated.
based on evidence, not be based on
and reasonable. evidence or
reasonable.

Day 1 Day 2 Day 3 Day 4 Day 5

GLCE(s): Which GLCE(s): Which GLCE(s): Which GLCE(s): Which GLCE(s): Which
standards will this standards will this standards will this standards will this standards will this
lesson address? lesson address? lesson address?
lesson address? lesson address? 1. 3 – C5.0.1 Identify 1. 3 – P3.1.3 Give 1. P3.1 Identifying
 P3.1 Identifying  P3.1 Identifying rights (e.g., examples of how and Analyzing
and Analyzing and Analyzing freedom of conflicts over core Public Issues.
Public Issues. Public Issues. speech, freedom democratic values Clearly state a
Clearly state a Clearly state a of religion, right to lead people to problem as a
problem as a problem as a own property) and differ on public policy
public policy responsibilities of resolutions to a issue, analyze
public policy citizenship (e.g., public policy issue various
issue, analyze issue, analyze respecting the in Michigan. perspectives, and
various
various rights of others, generate and
perspectives,
perspectives, voting, obeying evaluate possible
and generate laws). alternative
and evaluate and generate
resolutions.
possible and evaluate 2. 3 – P3.1.2 Use
alternative possible graphic data and
resolutions. alternative other sources to
resolutions. analyze
information about
 3 – P3.1.1
a public issue in
Identify public Michigan and
issues in evaluate
Michigan that alternative
influence the resolutions.
3. P3.3 Persuasive
daily lives of its
Communication
citizens. About a Public
 3 – P3.1.2 Use Issue.
graphic data and Communicate a
other sources to reasoned position
analyze on a public issue.
information about 4. 3 – P3.3.1
a public issue in Compose a
Michigan and paragraph
expressing a
evaluate
position on a
alternative
public policy issue
resolutions. in Michigan and
justify the position
with a reasoned
argument
Daily Daily Daily Daily Daily
Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):
What will students What will students What will students What will students What will students
be able to do? be able to do? be able to do? be able to do? be able to do?
Students will be able to  Students will be
 Students will be  Students will be Students will be able to identify and explain able to construct
able to construct able to construct identify the how the core an opinion
an opinion an opinion responsibilities of a democratic values regarding public
regarding public regarding public democratic citizen. apply to public issues in issues.
issues. issues. Michigan.
 Students will be
able to propose
a solution to a
public issue.
 Students will be
able to work
collaboratively
with their peers.

Assessment: How Assessment: How Assessment: How Assessment: Assessment: How

will you know if all will you know if all will you know if all How will you know will you know if all
students are students are students are if all students are students are
meeting the meeting the meeting the meeting the meeting the
objective(s)? objective(s)? objective(s)? objective(s)? objective(s)?
 I will listen to  Students will be  Students will  Students will
their able to break  Students will be required to begin their
conversation down the story have to explain explain the project. They
and what they read the day what the rights core will be given
share out to before and and democratic their group
see if they are highlight the responsibilities values in their assignments
able to use the key features of of a citizen are own words and and be required
information the public issue, in their own how they can to pick a public
 they were including: words as an relate to public issue, read it
given in the o The exit ticket. issues. over, and form
story to form issue an opinion.
an opinion and o The
back it up with stances
evidence. or
opinions
o The facts
supporti
ng the
opinions
o Any
proposed
solutions

Student Student Student Student Student

Adaption(s): How Adaption(s): How Adaption(s): How Adaption(s): How Adaption(s): How
are you planning are you planning are you planning are you planning are you planning
for diverse for diverse for diverse for diverse for diverse
learners? learners? learners? learners? learners?
 I will have the  I will have  I will assist  I will assist  Students
story I am students work students with students with
reading printed on this in writing who writing who will be
for students to partners. I will need it. need it. placed in
look at while I partner them up  Directions will  Directions will
read and take before hand so be read orally be read orally
groups of
notes on. They that mixed and on the and written on mixed
can also refer abilities are board. the board. abilities
to it when together.
discussing if  I will also  Directions
needed. verbally say the will be read
 I will also have directions, but
 students start also write them orally and
their on the board.
conversations written on
out small and a
gradually work
up to bigger
worksheet.
groups.

Lesson Lesson Lesson Lesson Lesson

Alignment: How Alignment: How Alignment: How Alignment: How Alignment: How
does this lesson does this lesson does this lesson does this lesson does this lesson
engage your engage your engage your engage your engage your
students in the students in the students in the students in the students in the
larger larger larger larger larger
goals/objectives of goals/objectives of goals/objectives of goals/objectives of goals/objectives of
the unit? the unit? your unit? your unit? your unit?
 This lesson will  This lesson  Students will  Students will  This part of the
let the allows students learn about the learn about unit is where
foundation for to develop a rights and core they apply what
my unit. This deeper responsibilities democratic they’ve learned
will introduce understanding of citizens and values and how to a project that
the students to of a public issue relate what they they relate to is meaningful to
the idea of and what it is. learn back to public issues. them.
public issues public issues.
and allow them
to begin
practicing with
them.
 Day 6 Day 7 Day 8 Day 9 Day 10
GLCE(s): Which GLCE(s): Which GLCE(s): Which GLCE(s): Which GLCE(s): Which
standards will this standards will this standards will this standards will this standards will this
lesson address? lesson address? lesson address? lesson address? lesson address?
5. P3.1 Identifying 1. P3.1 Identifying
and Analyzing and Analyzing 1. P3.1 Identifying 1. P3.1 Identifying 1. P3.1 Identifying
Public Issues. Public Issues. and Analyzing and Analyzing and Analyzing
Clearly state a Clearly state a Public Issues. Public Issues. Public Issues.
problem as a problem as a Clearly state a Clearly state a Clearly state a
public policy public policy problem as a problem as a problem as a
issue, analyze issue, analyze public policy issue, public policy issue, public policy issue,
various various analyze various analyze various analyze various
perspectives, and perspectives, and perspectives, and perspectives, and perspectives, and
generate and generate and generate and generate and generate and
evaluate possible evaluate possible evaluate possible evaluate possible evaluate possible
alternative alternative alternative alternative alternative
resolutions. resolutions. resolutions. resolutions. resolutions.
6. 3 – P3.1.2 Use
graphic data and 1. 3 – P3.1.2 Use 1. 3 – P3.1.2 Use 1. 3 – P3.1.2 Use
other sources to graphic data and graphic data and 1. 3 – P3.1.2 Use graphic data and
analyze other sources to other sources to graphic data and other sources to
information about analyze analyze other sources to analyze
a public issue in information about information about analyze information about
Michigan and a public issue in a public issue in information about a public issue in
evaluate Michigan and Michigan and a public issue in Michigan and
alternative evaluate evaluate Michigan and evaluate
resolutions. alternative alternative evaluate alternative
7. P3.3 Persuasive resolutions. resolutions. alternative resolutions.
Communication resolutions.
About a Public
Issue.
Communicate a
reasoned position
on a public issue.
8. 3 – P3.3.1
Compose a
paragraph
expressing a
position on a
public policy issue
 in Michigan and
justify the position
with a reasoned
argument

Daily Daily Daily Daily Daily

Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):
What will students What will students What will students What will students What will students
be able to do? be able to do? be able to do? be able to do? be able to do?
 Students will be  Students will be  Students will be
able to construct able to able to construct 1. Students will be 1. Students will be
an opinion construct an an opinion able to present able to present
regarding public opinion regarding public their chosen their chosen
issues. regarding public issues. public issue and public issue and
issues. proposed proposed
 Students will be  Students will be solution. solution.
able to propose  Students will be able to propose 2. Students will be 2. Students will be
a solution to a able to propose a solution to a able to discuss able to discuss
public issue. a solution to a public issue. and debate their and debate their
Students will be able to public issue. Students will be able to opinion with opinion with
work collaboratively Students will be able to work collaboratively with evidence and evidence and
with their peers work collaboratively their peers reason. reason.
with their peers

Assessment: How Assessment: Assessment: How Assessment: How Assessment: How

will you know if all How will you know will you know if all will you know if all will you know if all
students are if all students are students are students are students are
meeting the meeting the meeting the meeting the meeting the
objective(s)? objective(s)? objective(s)? objective(s)? objective(s)?
 Students will be  Students will  Students will  Students will  Students will
 required to dig be required to begin begin begin
deeper into use what they presenting their presenting their presenting their
their public have learned public issue, public issue, public issue,
issue and look about their supported supported supported
for evidence public issue to opinions, and opinions, and opinions, and
and facts to propose a proposed proposed proposed
support their solution. solutions. This solutions. This solutions. This
opinion. will lead to a will lead to a will lead to a
class class class
discussion/deba discussion/deba discussion/deba
te. I will take te. I will take te. I will take
notes and notes and notes and
record each record each record each
group to grade group to grade group to grade
their final their final their final
product. product. product.

Student Student Student Student Student

Adaption(s): How Adaption(s): How Adaption(s): How Adaption(s): How Adaption(s): How
are you planning are you planning are you planning are you planning are you planning
for diverse for diverse for diverse for diverse for diverse
learners? learners? learners? learners? learners?
 Students  Students
will be will be
placed in placed in
groups of groups of
mixed mixed
abilities abilities
 Directions  Directions
will be read will be
 orally and read orally
written on and
a written on
worksheet. a
worksheet.

Lesson Lesson Lesson Alignment: Lesson Alignment: Lesson Alignment:

Alignment: How Alignment: How How does this lesson How does this lesson How does this lesson
engage your students engage your students engage your students
does this lesson does this lesson in the larger in the larger in the larger
engage your engage your goals/objectives of the goals/objectives of the goals/objectives of the
students in the students in the unit? unit? unit?
larger larger
goals/objectives of goals/objectives of
the unit? the unit?
 This part of the  This part of the
unit is where unit is where
they apply what they apply
they’ve learned what they’ve
to a project that learned to a
is meaningful to project that is
them. meaningful to
them.