West Virginia Department of Education
Course: Social Studies Grade level: 3
Title: I Have a Dream . . .
Big Idea: Minorities
|Content Standards and Objectives |Learning Targets |
|SS.3.C.1 identify and explain the following commonly held |Create a mini notebook of the vocabulary words from this module |
|American democratic values, principles and beliefs: | |
|diversity |Discuss the historical significance of events and people and their |
|rule of law |contributions |
|family values | |
|community service |Conduct research on an American minority |
|justice | |
|liberty |Develop and present a technology-enhanced presentation based on that |
|SS.3.4 examine historical conflicts and their resolutions (e.g., |research |
|The Boston Tea Party, conflict between Native Americans and | |
|explorers). |Create a timeline |
| | |
|SS.3.5 examine how rights and responsibilities of citizens are | |
|reflected in patriotic symbols, songs and holidays of the United | |
|States (e.g., the meaning of our flag’s colors, the Pledge of | |
|Allegiance and the meaning of the words, the National Anthem, | |
|Veteran’s Day and Memorial Day). | |
|TCS.3-5.8 Demonstrate creativity and learning through technology |Develop and present a technology-enhanced presentation based on that |
|(e.g., digital storytelling, keyboarding, portfolio creation, |research |
|digital media displays, and other media, etc.) | |
| |Create a timeline |
|DSS.3-5.7 |Develop and present a technology-enhanced presentation based on that |
|Work collaboratively to solve problems, complete tasks, and/or |research |
|investigate topics of interest. | |
|Independently complete routines and learning tasks. |Create a timeline |
Focus (or Guiding) Questions:
Why is it important to research events and people who have made a difference in the United States?
Why is protecting and respecting minorities important?
Know:
What is meant by a “minority group”
How to use a search engine
How to participate in a discussion
Historical significance of events, people, and their contributions
Importance of respecting and protecting minorities
Do:
Create a mini notebook of the vocabulary words from this module
Discuss the historical significance of events and people and their contributions
Conduct research on an American minority
Develop and present a technology-enhanced presentation based on that research
Create a timeline
|Introduction: |
|Read a story to the class about a famous American minority figure (e.g., Booker T. Washington, Harriet Tubman, Martin Luther King Jr., Rosa |
|Parks, etc.) |
| |
|This story could be a chapter book, a photo-illustrated biography, or a short children’s book depending on the amount of time available to |
|spend on the introduction activity. See document: Examples of Books about Minorities (below) for suggestions of books you might use. |
|Throughout the reading of the chosen story, ask questions that encourage students to think about the significance of events as they unfold, |
|make predictions as to what is going to happen, the need to treat all people with respect and protect those who are not treated |
|respectfully. As important facts in the story unfold and are discussed, write them on board and/or have students take notes for themselves. |
| |
|After reading the story, lead a discussion about what made the individual historically significant. This discussion should include |
|significant events, the individual’s contributions, and any customs and/or traditions that were important and/or popular during the life of |
|the individual. Have students take notes on the Famous American Minorities Notes sheet (see below) because they will be using it at a later |
|time in this module. |
Academic Vocabulary: (May include key events and people)
Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions. Find an appropriate graphic organizer or foldable to aid in the learning of the academic vocabulary.
Minority
Respect
Protection
Contribution
Customs
Traditions
|Manage the Process: |
|Prior to beginning this module the teacher should: |
|select a book about a famous American minority figure to read to the class (Refer to the Examples of Books about Minorities (see below) for |
|examples.) |
|make copies of the Famous American Minorities Notes (see below) page (two copies for every student) |
|make copies of the Own the Word graphic organizer (see below) |
|make copies of the List of Famous American Minorities (see below) in case students do not come up with enough examples |
|have enough paper for each student to make a mini notebook of vocabulary words. |
|reserve a time in the computer lab and/or have time set aside for students to complete research |
|schedule a time to go to the school library and/or maybe even the public library if funds are available to transport students there OR if it |
|is within walking distance of your school and parent permission is granted for a mini field trip. |
|Stage 1: |
|List the vocabulary words on the board and briefly introduce them to the class. Organize students into six groups and assign each group one of|
|the words. Have each group complete an Own the Word (see below) graphic organizer for the specific word that was assigned to them – each |
|group should have a different word. Students will need dictionaries for this activity; however, they should write the definition in their own |
|words. |
| |
|Stage 2: |
|Lead a discussion with students about the importance of famous American minorities who have made an impact on the United States. Guide |
|students to come to the understanding that each of the many contributions made is unique and important in helping the United States get to the|
|place it is today. Explain that each student is going to research a different famous American minority figure and use the information found to|
|create a presentation that will be shared with the class. |
| |
| |
| |
| |
|Have each student select one of the people from the List of Famous American Minorities to research. To ensure fairness in the selection |
|process, put each famous American’s name on a slip of paper and have students draw a name for whom s/he will be responsible. If a student |
|knows of another famous American minority not on the list, allow him/her to research that person with approval of the teacher. |
| |
|Stage 3: |
|Depending on the amount of time and computer access, it may be helpful to compile a list of acceptable websites for the research. If time |
|permits and students know how to determine the reliability of websites, students may conduct their own searches. The following are great |
|websites with an abundance of information: |
|The History Channel – |
|Time for Kids – |
| – |
|Garden of Praise – Leaders - |
| |
|Take students to a computer lab where they will research the individual each student has selected. |
|In addition to typical sources, students should look for primary sources (photographs, written documents, etc.) about the individual they are |
|researching. Watching short documentaries or clips online about their subject should also be encouraged. |
| |
|While doing their research, have students record their notes on the Famous American Minorities Notes sheet. |
| |
|During the research portion of the module take students to the school library and/or the public library (if possible) to gather information |
|from books, magazines, and/or newspapers. |
| |
|Students should give credit to the owner of the information they are using by completing the Where Did You Get Your Information? sheet. |
| |
| Stage 4: |
|Students will compile their information in a short technology-enhanced presentation. Allow students to choose the software of their choice |
|(e.g., PowerPoint, Movie Maker,Photo Story, etc.). Photo Story 3 is a free |
|download (). The presentation|
|should be 2 or 3 minutes long. |
| |
|NOTE: It may be necessary to review different options for incorporating technology and to assist students with technical difficulties. If |
|your school has a technology integration specialist, that person would be a great contact for this portion of the module. |
| |
|Stage 5: |
|Have students make their presentations to the class. Presentations should only last one to two minutes. |
| |
|Stage 6: |
|After all students have completed their presentations, work together with your students to create an interactive timeline |
|() on which all of the people studied is placed. Each |
|individual can be placed on the timeline according to his/her birth, death, or time in history they were noted as making a difference in the |
|United States. |
| |
|Stage 7: (optional) |
|Have students create an interactive timeline of the life and times of the individual he/she researched using the tool available at this |
|website: . |
| |
Electronic Resources
|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited |
|Garden of Praise – Leaders |This website has a large list of historical figures. Individuals are |
| |grouped-for example: Civil Rights Leaders, Women who made a difference, |
| |Educators, etc. |
|The History Channel – |This website is a great source for information on history in general and |
| |pretty easy to navigate. Students could use this site for their research |
| |project. |
|Time for Kids – |This website is a great source for kid friendly information about various |
| |topics and it has several resources about famous people in history. |
| – | |
| |This website gives is geared toward kids and through the search bar |
| |information about different topics and people will come up. |
|Expansion of Knowledge |Suggestion for Utilization of Resource |
| |Cited |
|Interactive Timeline - |This timeline is a great way to get students|
|resources/interactives/timeline/index.html |involved. All you have to do is put in a |
| |little bit of information and the time will |
| |generate the events into a timeline. This |
| |is a quick and simple activity. |
|Photo Story 3 - |Free Download to create a movie out of |
|92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en |pictures |
| |
|Products, Investigations, and/or Assessments |
|Famous American Minorities Notes-from introduction & Stage 4 |
|Own the Word activity |
|Where Did You Get Your Information sheet |
|Interactive Timeline |
|Rubric for Assessment |
*Not Provided
Student Reflection:
By completing this project, you have learned about many contributions made to the United States by individuals in a minority group. Using the information you have learned, why is it important to treat individuals in a minority group with respect and to protect them from those who don’t demonstrate respect.
Teacher Reflection:
The activities in this module are designed ensure students are aware of the significant contributions made by individuals in a minority group. Through the research and discussions, should also come to understand why minorities must be shown respect and protected from those who don’t demonstrate respect. Reflect on how that was successfully demonstrated and how it could be strengthened when taught again.
Examples of Books about Minorities
URLs are provided so that you can review the books online;
These locations are not the only places where the books could be purchased.
Childhood of Famous Young Americans
• There are 70 books in this series that could be used
o Each book is about a different individual
Picture Biography Series by David A. Adler
• There are several books in this series that could be used
o Each book is about a different individual
o These are picture books that you could take a picture walk through with the class and make predictions about what the pictures represent
Time for Kids Biography Series
• There are several books in this series that could be used
• There are books about the following, and many others:
o Martin Luther King Jr.
o Harriet Tubman
o Jackie Robinson
o Rosa Parks
o Harriet Tubman
o Jackie Robinson
There are many other book series and a lot of books our there about individuals that you may want to read to your class about. Many of the series listed above are series that your school library may have, or be able to borrow from a public library.
Famous American Minorities Notes
Famous American Minority: ____________________________________________________________
Birthdate: ____________________________ Date of Death: __________________________________
What is this person famous for? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Facts about the individual:
1. _____________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
Events that led up to the individual becoming a historically significant figure:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Contributions the individual made to the United States:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Traditions and/or customs that were important during the period this individual was alive:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Did people protect this individual as a minority? _________________
Why or why not?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Did people respect this individual? ___________________
Why or why not?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Do you relate to this individual? __________________
Why or why not?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If you could go back in time and meet this person, what are three questions you would like to ask him/her?
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
Own the Word
Where Did You Get Your Information?
Name: __________________________________ Date: ________________________
Topic: _______________________________________________________
What type of source did you use? (Circle One)
Internet Book Encyclopedia Magazine Newspaper Other: ____________
Author(s): ________________________________________________________
Title source: __________________________________________________________
Article title: __________________________________________________________
Number of Pages: ______________________
Website (if applicable): _________________________________________________________________
What type of source did you use? (Circle One)
Internet Book Encyclopedia Magazine Newspaper Other: ____________
Author(s): ________________________________________________________
Title source: __________________________________________________________
Article title: __________________________________________________________
Number of Pages: ______________________
Website (if applicable): _________________________________________________________________
What type of source did you use? (Circle One)
Internet Book Encyclopedia Magazine Newspaper Other: ____________
Author(s): ________________________________________________________
Title source: __________________________________________________________
Article title: __________________________________________________________
Number of Pages: ______________________
Website (if applicable): _________________________________________________________________
What type of source did you use? (Circle One)
Internet Book Encyclopedia Magazine Newspaper Other: ____________
Author(s): ________________________________________________________
Title source: __________________________________________________________
Article title: __________________________________________________________
Number of Pages: ______________________
Website (if applicable): _________________________________________________________________
-----------------------
A Picture to remind me of this word:
My Sentence:
Word:
Antonyms:
Synonyms:
Part of Speech:
My Definition:
................
................
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