Historical Figures Lesson Plan By: Kristen Cooper

Historical Figures Grade Level – 3rd Duration – 6 weeks

Georgia Performance Standards SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a. Identify on a political map specific locations significant to the life and times of these historical figures. b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures. c. Describe how each of these historical figures adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historical figures and their ideas across time. e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.

Georgia Performance Standards SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers’ rights) Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Georgia Performance Standards SS3CG2 The student will discuss the character of different historical figures in SS3H2a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

ISTE Student Standards 1. Creativity and innovation 2. Communication and collaboration 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 3. Research and information fluency c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results

Essential Questions Why is Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez an important person in American history? Where was he / she from and why does this matter? What obstacles stood in his/ her way? What were his / her major accomplishments? What key concept is he / she known for?

Summary Students will use their knowledge of Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez to help them create a cumulative project that will be due at the end of the 6 weeks. The final product will be a book or multimedia presentation that includes basic information about each historical figure, facts, contribution to American Rights and Freedoms, and a picture of each person.

Differentiation I will differentiate content and process to accommodate various learning styles and abilities throughout the unit. Students will complete quizzes using Socrative throughout the unit. I will use the data from the quizzes to form research groups. When researching students will be able to work collaboratively. This will allow them the opportunity to discuss each person and share information. Students have the choice to complete a book or multimedia presentation. Students will complete the final product independently. They will share their projects with their peers. Assistive technologies such as headphones, alternative keyboards, and screen readers will be given to students as needed.

Rubric Historical American Figures Project Rubric 1 2 3 Illustration or Picture Six or less pages include an illustration or picture of the historical figure At least seven of the pages include an illustration or picture of the historical figure All nine pages include an illustration or picture of the historical figure Basic Information Six or less pages / cards include name, birth, and death dates on them All least seven of the pages / cards include name, birth, and death dates on them All nine pages / cards include name, birth, and death dates on them Facts Six or less of the pages / cards include three facts on each of them At least seven of the pages / cards include three facts on each of them All nine pages / cards include three facts on each of them Contribution to American Right’s & Freedoms Six or less pages / cards include the historical figure’s contribution to American rights and freedoms At least seven of the pages / cards include the historical figure’s contribution to American rights and freedoms All nine pages / cards include the historical figure’s contribution to American rights and freedoms Organization / Neatness Project was not organized or neat in appearance Project is somewhat organized and neat in appearance Project is well organized and neat appearance

Types of web tools used

Flickr To find images for their project

Screencast There will be several screencasts created during the unit that focus on each historical figure. There will also be screencasts that show students how to use Flickr and Socrative. This will be helpful during center time.

Socrative Throughout the unit students will complete quizzes using their own devices or the schools Ipads and laptops. Teacher will use data from quizzes to form groups and assess students knowledge.

Padlet Students will watch videos about each historical figure. After the videos students will respond to the videos using Padlet. Also, once their projects are completed they will reflect on their experience using Padlet.

Troubleshooting One way to be prepared is for the teacher to double check all of the links and technology prior to using it. By checking the links and technology it will reduce the risk of them messing up during the lesson. I would also spend time discussing how to search the Internet and use its resources. Students that have a difficult time using a tool will be allowed to have a peer help them. I will also create “helpful information sheets” that will include pictures about how to work devices. Prior to the unit there would be several conversations about how to handle problems as they occur.

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