Benchmark Assignment - Unit Plan

BENCHMARK ASSIGNMENT 1
Benchmark Assignment- Social Studies Unit Plan

__________________________________________
Meggie Borich
TLS 327
Instructor: Crystal Soltero
Fall 2017
Rationale
The Civil Rights Movement is an important unit for third grade students. They have
already been introduced to important people and events in the civil rights era already, but they
have a lot of room for elaboration on the topic. In the spring semester, civil rights is a heavy unit
taught across the third grade curriculum. I expect that this unit plan will cover about two weeks
of content. This unit plan incorporates many lessons that should and could be easily used in the
curriculum. There is also a lot that isn’t covered in this unit plan that should also be focused on
in later lessons, or future grades. I will be reintroducing and introducing new vocabulary to the
students and truly identifying the meaning of these words as they relate to the Civil Rights
Movement and even today.
The standards that I will be addressing are recognizing important individuals who
worked for and supported the rights and freedom of others. These individuals include but are not
limited to: Martin Luther King Jr., Rosa Parks, and Ruby Bridges. Another standard that we
cover is how people in the community work together to reach a common goal. We will discuss
how the important figures that we’re studying are working together to reach equality and
freedom for African Americans. Other standards that I integrated include ELA standards, since
most of these lessons easily integrated with reading or writing. The unit includes various read
alouds, graphic organizers, writing samples, and a final brochure presentation to complete the
unit. All of the activities planned will benefit the students in gaining even more knowledge about
the Civil Rights Movement.
This Civil Rights unit is very culturally responsive in many ways. The students will
learn about the lives of those who lived through the Civil Rights Movement from different
perspectives. These ideas will be shared throughout different sources such as picture books, news
articles, videos, and worksheets. Students will learn vocabulary such as diversity, segregation,
prejudice, racism, equality, etc. We will have many discussions about what these words mean,
and how they were portrayed during this time. We will discuss where we’ve seen these words
put in action, and how change occurred because of certain actions by individuals. We will also
recreate a timeline of this era to highlight the sequence of events during this time. My hope is
that students will appreciate the individuals who risked their lives so that people could live
equally today.
Standards- 3rd grade

Social Studies:
SS. Strand 1. Concept 1. PO 1. Use timelines to identify the time sequence of historical data.
SS. Strand 1. Concept 1. PO 3. Use primary source materials (e.g., photos, artifacts,
interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies)
to study people and events from the past.
SS. Strand 1. Concept 9. PO. 1. Recognize that individuals (e.g., Susan B. Anthony, Jackie
Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the
rights and freedoms of others.
SS. Strand 3. Concept 1. PO 3. Describe how people in the community and state work together
to achieve common goals.
SS. Strand 3. Concept 1. PO 4. Describe the significance of national holidays.
Reading:
Reading Standards for Informational Text—
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
3.RI.2 Determine the main idea of a text; recount and paraphrase the key details and explain how
they support the main idea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
3.RI.9 Compare and contrast the most important points and key details presented in two texts on
the same topic.
Writing:
Text Types and Purposes—3.W.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Research to Build and Present Knowledge---3.W.8 Recall information from experiences or
gather information from print and digital sources; take brief notes on sources and sort evidence
into provided categories.
Language:
3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal relationships
(e.g., After dinner that night, we went looking for them).
Speaking and Listening:

Comprehension and Collaboration---3.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing their own clearly.
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
Unit Plan Guide-The Civil Rights Movement

Day 1
Activity ELA: Read aloud—The Sneetches.
SS: Introduction to segregation
Standards Speaking and Listening 3.SL.2 Determine the
main ideas and supporting details of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally
SS. Strand 1. Concept 1. PO 3. Use primary
source materials (e.g., photos, artifacts,
interviews, documents, maps) and secondary
source materials (e.g., encyclopedias,
biographies) to study people and events from
the past.
Description First I will conduct a read aloud of The

Sneetches to the students. This will be an
opener to our unit plan. We will read the story
and discuss the main points. Then I will ask
some discussion questions that include some of
our vocabulary. “What is diversity?” “What is
segregation?” “Where do you see these in the
book?” I will be making a word wall for all
the vocabulary in the unit, so I will write these
words down and display them. Students will
define vocabulary words in their writing
journal.
Then we will discuss times of segregation and
create a Venn diagram comparing and
contrasting The Sneetches to segregation. Then
we will have a further discussion about
segregation and I will present a map to the
class that shows what states in the U.S had
laws for or against segregation back in the day.
Day 2
Activity ELA: Read aloud of Child of Civil Rights
SS: Diversity activity continued, Then & Now
picture worksheet
Standards Reading 3.RI.2 Determine the main idea of a
text; recount and paraphrase the key details and
explain how they support the main idea.
3.R1.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,

sequence, and cause/effect.
the past.
Description First I will tie into our last lesson, and ask what
we discussed about diversity and segregation.
Then I will demonstrate a quick diversity
activity. I will have two eggs; a brown egg and
a white egg. I will ask the students what they
notice about the eggs, and what their
differences and similarities are. I will ask the
students if they think the eggs are the same on
the inside even though they look different on
the outside. Then I will crack both eggs open
and show that even though one egg was white,
and one was brown, that they were both the
same on the inside and that’s what really
matters. We will have a discussion about
differences and how they don’t define us.
Then we will continue on with another read
aloud, Child of Civil Rights. This book
describes what it was like to live during the
time of the civil rights movement. We will
have a discussion about what would be
different if you lived during that time, versus
now. Then the students will get a worksheet
with three pictures from the civil rights
movement and a caption for each picture.
There will be a box next to each picture asking
the students to describe how that scenario
would be different today and allows for them
to draw a picture.
Day 3
Activity SS: Civil rights timeline
Standards Comprehension and Collaboration---3.SL.1

Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3
topics and texts, building on others’ ideas and
expressing their own clearly.
SS. Strand 1. Concept 1. PO 1. Use timelines

to identify the time sequence of historical data.
Description We will be looking at a timeline outlining the
civil rights era, and then recreating our own. I
will have the timeline presented on the
document camera, and each student will have
his or her own timeline template. We will be
filling the timeline in based on the timeline
being displayed. We will have a discussion
about each one of these events and what they
symbolize. I will share with the students that
we will be reading and learning more about
these events throughout the lesson. Revisit
segregation map as it pertains to the timeline.
Tie into students’ funds of knowledge to see
what they already know about these events on
the timeline.
Day 4
Activity ELA: Read aloud of Rosa, and Rosa Parks
National Geographic
SS: Fighting for equality
Standards Reading 3.RI.9 Compare and contrast the
most important points and key details
presented in two texts on the same topic.
SS. Strand 1. Concept 9. PO. 1. Recognize
that individuals (e.g., Susan B. Anthony, Jackie
Robinson, Rosa Parks, Martin Luther King Jr.,
César Chavez) worked for and supported the
Description Todays lesson will incorporate two read alouds
and compare the facts given in both. Today we
are discussing one of our important historic
figures, Rosa Parks. We will read both books,
and hold a class discussion about her actions.
“Why did she choose to not give her seat up on
the bus?” We will also discuss other women
like Rosa Parks such as Elizabeth Jennings
Graham. We will be adding some more words
to our vocabulary wall and defining them in
our journal. Some of these words include
racism, prejudice, and equality.
After this we will be using a template to create
a sign for equality and write why you chose to
make this sign and what it means. The prompt
is “Imagine it is 1955 and you are carrying a
sign to protest Rosa’s arrest and segregation on

busses. What would your sign say?” One
example is “End Segregation!” Then we will
share some of the students’ signs.
Day 5
Activity ELA: Read aloud- I Have a Dream
SS: Speech video/ MLK explanatory writing
Standards Writing-- Text Types and Purposes—3.W.2
Write informative/explanatory texts to examine
a topic and convey ideas and information
clearly.
the past.
SS. Strand 3. Concept 1. PO 4. Describe the
significance of national holidays.
Description Today we will be focusing on Martin Luther
King Jr. and his I Have a Dream Speech. We
will start out by reading the book “I Have a
Dream.” We will have a discussion of why
MLK gave this speech and how it affected
others. We will also discuss why we celebrate
MLK Jr. day as a national holiday. We will
define some of the words in his speech and
write them in our vocabulary journal. Then we
will watch the video of his speech. I will
answer any questions that the students have.
Then the students will write a paragraph about
why we celebrate MLK Jr. Day.
Day 6 (See full lesson plan)
Day 7
Activity ELA: Read aloud: Sit in- How Four Friends
Stood up by Sitting Down
SS: Worksheet from reading—Non violent
protests
Standards Reading--3.RI.1 Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the
answers.
3.RI.2 Determine the main idea of a text;
recount and paraphrase the key details and
Writing-- Research to Build and Present
Knowledge---3.W.8 Recall information from
experiences or gather information from print
and digital sources; take brief notes on sources
and sort evidence into provided categories.
SS. Strand 3. Concept 1. PO 3. Describe how
people in the community and state work
together to achieve common goals.
Description Read the book Sit in- How Four Friends Stood
up by Sitting Down which demonstrates the
peaceful protest behind Woolworths lunch
counter sit in. We will discuss MLK’s non-
violent protests and how this contributed to
that. They will have a writing assignment after
this with a couple prompts relating to the text.
(Template provided).
Day 8
Activity ELA: Ruby Bridges read aloud
SS: Civil Rights Bingo
Standards Reading: 3.RI.2 Determine the main idea of a
text; recount and paraphrase the key details and
Description Read aloud of another famous historical figure
in the civil rights era. This read aloud is about
Ruby Bridges, and how she was the first
African American child to attend an all white
school. We will imagine what this would be
like if you were the only person who looked
different at your school. We will then have a
discussion of all the historical figures that
we’ve studied so far.
Next we will be having some fun and play a
game of civil rights bingo! This is a good

chance for review, and the students can ask
questions about each person, place, or item.
Day 9
Activity SS: Important historical figure brochure
Standards Research to Build and Present Knowledge---
3.W.8 Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories
Description After studying various important historical
figures from the civil rights era, I will ask the
students to pick one individual and create a
brochure about that person using a template I
provide. The brochure template will have parts
that the student needs to fill in about the
person, such as their name, a picture of them,
why they’re important, what they stood up for,
etc. The students will have the opportunity to
share their brochure with the class, to sum up
all that we’ve learned this unit. This will act as
a summative form of assessment for the unit.
Social Studies Lesson Plan (Day 6)

Title: Pathway to Change
Subject/Grade Level: Social Studies/ELA/ 3rd
Time Requirements: 1 hour.
Materials List:
Book: This is the Dream
Kids President Video- MLK
Construction Paper
Scissors
Markers
Tape
Type of Lesson: Whole group, cooperative, individual
Connection to Standards:
Social Studies:
SS. Strand 1. Concept 9. PO. 1. Recognize that individuals (e.g., Susan B. Anthony, Jackie
Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the rights
and freedoms of others.
SS. Strand 3. Concept 1. PO 3. Describe how people in the community and state work together to
achieve common goals.
Reading:
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers
Speaking and Listening:

Comprehension and Collaboration---3.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing their own clearly.
Instructional Objective:
SWBAT compare and contrast information from the read aloud to the video about Martin Luther
King Jr.
SWBAT identify what changes they would still like to see in the world.
SWBAT reason how a community could come together to achieve change.
Active Instructional Plan: How will you teach your lesson step by step? What will you expect the
students to be doing? What will you/the teacher be doing? Consider including each of the
following within your instructional plan:
Students will be participating in a lesson that includes a read aloud, watching a video, participating
in discussion, and brainstorming ideas for change. We will discuss MLK’s speech and how he
advocated for change and helped push people in that direction. We will then brainstorm some of
our own ideas about what we would like to change in today’s society. We will then work with
partners to trace each other’s shoe, and write one thing that we would change today. Then we will
share some of the things that the students wrote and how we could work to change them. We will
be creating a pathway of change outside of our classroom, where we create a path of everyone’s
footprint on the wall, displaying these changes.
 Anticipatory Set: I will ask the students what they remember from our last lesson on MLK
Jr. We will identify or redefine any new vocabulary.
 Questions: FOK: “What do you guys remember about MLK?” “Why do we celebrate
MLK day?” “What was MLK’s speech about?” “What changes did he make?”
 Modeling: I will explain to the students that we will be reading another book about MLK
called “This is the Dream.” I will explain that after reading we will watch another video
about MLK that goes into more depth about him. Model good reading skills during read
aloud. I will model the activity that we are doing and provide examples.
 Guided Practice: I will be posing questions throughout the read aloud for the students to
answer. I will guide their answers by the information in the text. I will guide them through
the new vocabulary by writing the words and defining them on the board. I will work
alongside them to brainstorm some ideas for their “footprints for change” I will help
tracing feet.
 Independent Practice: Students will work independently to write what they want to
change on their footprint.
 Closure: I will wrap the lesson up by sharing some of the students’ ideas and discussing
how we can work together as a community to act on these changes. I will answer any last
questions. I will be posting the artwork outside the classroom post lesson.
Assessment/Evaluation: I will check for understanding of the concepts and objectives through
class discussions and students participation. I will collect their work to ensure they followed
directions and completed the task.
Modifications/Differentiation:
 Vocabulary words defined or written on the board.
 Note sheet provided for video or read aloud.
 Students get assistance with creating their footprint of change.
 Video shown to help with ELLs and visual learners.
 Providing a stencil of a foot can alter activity.
Annotated Bibliography
African American History Book Printables.pdf. (n.d.). Retrieved December 05, 2017, from
https://drive.google.com/file/d/0B8Z8qVmQrG9RUkVhYU9QaVVSckU/view
 Writing template relating to the book “Sit-In...”
Black History-Martin Luther King Jr., Ruby Bridges, Rosa Parks, Jackie Robinson. (n.d.).
Retrieved December 05, 2017, from
https://www.teacherspayteachers.com/Product/Black-History-Martin-Luther-King-Jr-
Ruby-Bridges-Rosa-Parks-Jackie-Robinson-2275645
 Activities and worksheets relating to important historical figures such as Rosa Parks,
Ruby Bridges, and MLK Jr.
Civil Rights Bingo Game. (n.d.). Retrieved December 05, 2017, from
https://www.teacherspayteachers.com/Product/Civil-Rights-Bingo-Game-1003280
 Bingo game to be used to help review important aspects of the civil rights movement.
Civil Rights Timeline. (n.d.). Retrieved December 05, 2017, from

https://visual.ly/community/infographic/history/civil-rights-timeline
 Civil rights timeline that can be displayed to the class outlining important events.
General Timeline Template. (n.d.). Retrieved December 05, 2017, from

https://www.teacherspayteachers.com/Product/General-Timeline-Template-2825104
 Template of a timeline that students can use to outline the events of the civil rights era.
Giovanni, N., & Collier, B. (2013). Rosa. Columbus, O.H.: Zaner-Bloser.

 Read aloud book about Rosa Parks, standing up for her rights.
Jazynka, K. (2015). Rosa Parks. Washington, D.C.: National Geographic.

 National Geographic book about Rosa Parks.
K. (2014, January 20). WHAT IS DIVERSITY? {EGG ACTIVITY FOR MARTIN LUTHER
KING JR. DAY}. Retrieved December 05, 2017, from
https://www.themaven.net/kidsactivities/kidsactivities/what-is-diversity-egg-activity-for-
martin-luther-king-jr-day-Fds0P44pX0uA1E73ujbxpg?full=1
 Diversity activity to demonstrate differences and similarities.
King, M. L. (2012). I have a dream.

 Read aloud book about MLK’s speech.
Martin Luther King Jr. (n.d.). Retrieved December 05, 2017, from
https://www.teacherspayteachers.com/Product/Martin-Luther-King-Jr-467538
 MLK worksheets, and writing prompts to be used in lessons.
MARTIN LUTHER KING JR, WRITING ACTIVITY, TIMELINE, SKETCH NOTES,

TEACHER LESSON. (n.d.). Retrieved December 05, 2017, from
https://www.teacherspayteachers.com/Product/MARTIN-LUTHER-KING-JR-
WRITING-ACTIVITY-TIMELINE-SKETCH-NOTES-TEACHER-LESSON-2922106
 Writing outlines for MLK, with pictures for students to color in.
Onion, R. (2014, October 14). This Map Shows Just How Divided the U.S. Was on Civil Rights
in 1949. Retrieved December 05, 2017, from
http://www.slate.com/blogs/the_vault/2014/10/14/history_of_civil_rights_1949_map_sho
wing_laws_by_state.html
 Map outlining segregation laws in the U.S.
Pinkney, A. D., & Taylor, M. L. (2010). Sit-in: how four friends stood up by sitting down. New
York: Little, Brown.
 Picture book about a non violent protest associated with MLK’s speech
Rosa Parks (Rosa by Nikki Giovanni Biography Study). (n.d.). Retrieved December 05, 2017,
from https://www.teacherspayteachers.com/Product/Rosa-Parks-Rosa-by-Nikki-
Giovanni-Biography-Study-2310049
 Worksheets and activities related to Rosa Parks.
Ribke, S. T. (2015). Ruby Bridges. New York: Childrens Press, an Imprint of Scholastic Inc.
 Picture book about Ruby Bridges, first African American student in an all white school.
S. (2015, January 19). The Story of Martin Luther King Jr. by Kid President. Retrieved
December 05, 2017, from https://www.youtube.com/watch?v=4xXZhXTFWnE
 Video discussing MLK, by Kid President.
Seuss, D. (1998). The Sneetches: and other stories. London: Collins.

 Dr. Seuss book that hints at diversity and segregation.
Shelton, P. Y., & Colón, R. (2013). Child of the civil rights movement. New York: Random
House Childrens.
 A picture book describing what it was like to live during the civil rights movement as a
child.
Shore, D. Z., & Ransome, J. (2006). This is the dream. New York: HarperCollins.
 Picture book about MLK, and his dream.
T. (2013, August 28). Martin Luther King, Jr. I Have A Dream Speech. Retrieved December 05,
2017, from https://www.youtube.com/watch?time_continue=9&v=3vDWWy4CMhE
 MLK’s official speech video.
The Sneetches & Segregation: A Dr. Seuss Inspired Lesson for Black History Month. (n.d.).
Retrieved December 05, 2017, from https://www.teacherspayteachers.com/Product/The-
Sneetches-Segregation-A-Dr-Seuss-Inspired-Lesson-for-Black-History-Month-545220
 Worksheets such as a Venn diagram to compare The Sneetches to segregation.

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BENCHMARK ASSIGNMENT 1

Benchmark Assignment- Social Studies Unit Plan

Instructor: Crystal Soltero

Movement and even today.

the Civil Rights Movement.

Standards- 3rd grade

Speaking and Listening:

Unit Plan Guide-The Civil Rights Movement

Description First I will conduct a read aloud of The

text, using language that pertains to time,

Standards Comprehension and Collaboration---3.SL.1

SS. Strand 1. Concept 1. PO 1. Use timelines

sign to protest Rosa’s arrest and segregation on

Day 6 (See full lesson plan)

game of civil rights bingo! This is a good

Social Studies Lesson Plan (Day 6)

Type of Lesson: Whole group, cooperative, individual

Speaking and Listening:

Civil Rights Timeline. (n.d.). Retrieved December 05, 2017, from

General Timeline Template. (n.d.). Retrieved December 05, 2017, from

Giovanni, N., & Collier, B. (2013). Rosa. Columbus, O.H.: Zaner-Bloser.

Jazynka, K. (2015). Rosa Parks. Washington, D.C.: National Geographic.

King, M. L. (2012). I have a dream.

MARTIN LUTHER KING JR, WRITING ACTIVITY, TIMELINE, SKETCH NOTES,

Seuss, D. (1998). The Sneetches: and other stories. London: Collins.

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