Social Studies

Lesson plan #: 4 1. Type of Lesson: Explores the rights outlined in the

constitution and a citizens responsibility to protect it.
Span of time: 1 day

Objectives Enduring Understanding, Knowledge, Skills

1. Enduring 1. The constitution and government can protect your
Understanding (big rights to a point but the citizens themselves have
takeaway): responsibilities to protect their rights and the rights
others.
Essential Questions:
2. Knowledge, know Who protects our rights?
whats. Students will How do I be a responsible citizen?
learn that: How do we maintain the common good?
2. Knowledge
-civic responsibility
3. Skills, know hows. -unalienable rights
Students will learn -how to support the common good
how to: -freedom of expression
-freedom of religion
-the right to be treated equal
-the right to treated fairly by government
-the right to vote and run for public office
3. Skills
-protect and defend your own and the rights of others
-debate and explain why you have a certain belief

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY
-unalienable rights -worksheet from civiced.org
-articles of the
constitution
-civic responsibility

FORMATIVE
ASSESSMENT
What formative 1. Assessment on knowledge and skills:
assessment will give you Students will display knowledge and skills when they are ab
information on each of to answer the questions and debate their opinions and beli
your students learning with support.
outcome(s)?

*Specify whether the

2. Assessment on Enduring Understanding (did they
assessment activities are meet the overall goal?): When students are able to
homework. describe their awareness of their personal responsibility to
each other to protect their rights they will have displayed
their understanding. Students should portray idea that the
constitution and government are not enough to ensure
peoples rights. Students should portray ideas such as bein
informed and respectful of others differences.
LESSON PLAN Describe with detail how the lesson will be introduce
Class begins and
1. How will your intro I want to know what you believe is the best color. Which co
communicate the is the best of all the other colors, it can be any color. Take
usefulness of the some time to reflect and when you have decided we are
learning content? How going to take a class vote.
will you connect the
Take poll and record students opinion of best colors.
learning to their
personal experiences?
Okay so we all voted for what we personally believed to be
the best color. In the end color1 had the most votes for t
2. How will you draw best color. Can someone who voted for this color raise you
upon their prior hand? Name you believe color1 is the best color right?
knowledge? But student2 believes color2 is the best color. Do you
think this is wrong? Do you think there is only one answer?
Are you mad at another name for their answer? Is it okay
for student2 to believe another color is the best? (want
student to come to idea that the other student is not wron
they can believe that their answer was right)
So although you do not agree with student2, you respecct
that they may have a different belief in what the best colo
in their mind?
We all took that time to reflect on what we believed was th
best color, how could we have so many different answers o
what the best color is? (peoplem have different opinions an
beliefs on what the best color is)

Okay so we all have different opinion and beleifs that led us

all to have an individual belief on what color was the best.
is this true of other things? The best sport, food, playgroun
subject? So we all have different beliefs and opinons that
make us individuals. Our country protects these difference
in the Constitution. Some of our rules have to do with this
idea, but we all have different opinions and although we m
not agree with eachother we as civically responsible citizen
 respect eachothers right to have their own individual opini
This idea of having a responsibiklity to protect eachothers
rights is what we will discuss in todays class.

Through the Learning A)We are going to explore this idea of the responsibility we
(A) Descri have to protect eachothers right. Take a moment to read th
be the main top portion purpose and Is the Consitutuion Enough
activities of your before working with your group. It might be helpful to recor
lesson plan, what you discuss because you will be presenting what you
estimating the
talked about to the class.
amount of time
that each activity
Split class into 5 groups and assign a right from the prompt
will take. Students will discuss questions amungst the group. After
giving students enouigh time to complete and discuss the
(B) How questions have each ggroup come up ans share what they
do the activities covered and discussed.
help your If you complete your groups work before the time is done
students learn? discuss one of the other rights with your group. When you
present it should not be one person presenting all the
information, these are rights you all have a responsibikity t
protect and to live out so we all want to hear your voice!
After the groups complete their portion go over the review
questions at the bottom of the lesson as a class. Emphasize
the importance of why.
Great work today discussing our rights. I hope this lesson
resonates with you because kids in other countries do not
have these same rights as you do. In some countries the
people do not have freedom of say whatever they choose,
believe in whatever they choose. In some countries not
everyone is treated equal for example some countries do n
see women as the same level as men. And finally in other
parts of the world, people do not get to vote for who they
believe should run the country and who they believe will
represent their ideals best and the government has total
control. We are very lucky to live in the United States where
even you students can speak your mind and have the powe
to make change. I hope after todays lesson you walk away
more aware of how fortunate we are and how we all have a
duty to protect these freedoms. So although you may not a
believe the same color is best, or any other belief, you
respect eachothers right to believe it.
B) This activity gets students discussing these ideas in a
reflective manner so they are connecting the ideas to their
prior knwoledge and themselves so they create a deeper
understadning. Students also
DIFFERENTIATION
FRAMEWORK
How will you differentiate
your lesson to meet
diverse students needs?
CLASSROOM
MANAGEMENT
How will you foster a positive
learning environment that
will enhance all students
learning and growth?
Describe your strategy for
classroom management. If
a student or several were
to disrupt the class
LANGUAGE SUPPORT FOR ELLs
If students are not comfortable speaking in front of the clas
can write
down their responses on paper and turn it in to me, or tell m
responses
in a one on one situation.
EXCEPTIONAL LEARNING NEEDS
Similar to ELL support the student may write down their
response instead of sharing it or share it with me one on o
Seating/Classroom Arrangement (only if special arrangement
needed for this lesson)
Students that do not work well together and might goof off
should be put into separate groups.
Special Rules/Procedures (only if special rules/procedures require
for this lesson)
I might tell them that they are disrupting others students
rights to learn and they have a responsibility to be engaged
Tell students if they didnt want to educate themselves that
their choice, but they cannot get in the way of other studen
activities and lessons, how learning and students need to hold themselves and others
will you respond? accountable. I also believe the lesson is engaging in itself
because students get to share their personal beliefs and vo
and students will want to participate.