Design Topic ____________________________ Subject(s) Social Studies Grade(s) 2 Designer Dominique Calleja

STAGE 1 – DESIRED RESULTS

Unit Title: Children Who Make a Difference

Established Goals:
2.5 Students understand the importance of individual action and character and explain how heroes from long ago
and the recent past have made a difference in others’ lives
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon
rubbings, collage, and stencils

Understandings: Students will understand that… Essential Questions (2-5 max):

 Students will understand that heroes are anyone  Who can be a hero?
that makes a difference  What makes them a hero?
 Students will understand that they have the
capacity to make changes

Knowledge:
Students will know:
 Ruby Bridges was one of the four African American
students that passed the entrance exam to go to
an all-white school
 Ruby Bridges had a lot of courage to go to school
every day even if there was always an angry mob
of white people yelling at her to leave the school,
but didn’t.
 Malala Yousafzai campaigned for girls to be
allowed back to school after the Taliban takeover
 Even after getting shot in the head, Malala fought
for education and gave a famous speech at the
United Nations: “They thought that the bullets
would silence us. But they failed. And then, out of
that silence came thousands of voices. …
Weakness, fear, and hopelessness died. Strength,
power, and courage was born.”
Skills:
Students will be able to:
 Explain why Ruby Bridges and Malala Yousafzai
are two examples that people at a young age can
make a difference
 Identify heroic actions of leaders
 Use the internet as a tool to gain more knowledge
on the heroic figures and awards to give out
 Read and describe the characteristics of various
heroes
 Connect qualities of individuals to specific actions
that display these characteristics

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (Think about G. R. A. S. P. S.): Other Evidence (e.g., texts, quizzes, prompts, work
Hall of Fame Heroes—Each student will give out samples, observations, self-assessments, reflections):
“different” awards (for example, Nobel Peace Prize) to  Think-Pair-Share: Introduction to Social Studies
any living or historical figures they consider as a hero. lesson about differences
Individually, students will pick their hero and research a  Center Rotation products: bubble map and letter to
type of award they would give that person. Students
Ruby Bridges
will create the award and have an explanation as to
why they chose this award for a specific person  Bubble map to writing prompts
 Research on different types of award to give out to
Goal: Your goal is to research an award and nominate heroic figures
someone to receive that award to any living or  Hero Picture Book
historical figure. You will then recreate the award and
 Quizzes- Ruby Bridges and Malala
will have an award show where the awards will be
given out.  Social Studies Extension writing prompt—using
Role: You are part of the committee that chooses the bubble map for writing prompts.
award recipient o Sample prompts: (1) Ruby Bridges was

1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) Social Studies Grade(s) 2 Designer Dominique Calleja

Audience: (1) You need to convince the other people brave because… (2) If I were in Ruby’s
on the committee that this specific person is deserving shoes, I would….
of the award and (2) award show attendees  Hero Award Planning Sheet (includes: hero name,
Situation: You have been asked to choose a person award name, information on award, why this
that has or have shown heroic attributes (like bravery, person deserves this award)
courage, selflessness as learned throughout lessons
) and deserve to be acknowledged by other. Nominate
the person and describe the actions done by this
specific person.
Product/Performance/Purpose: You need to select
an award (that already exists) and propose a reasoning
for this person to receive this honor of the award.
Standards & Criteria: A successful result will
 Include a background search and information
of the award
 Completed Hero Planning Sheet
 Name of the award recipient
 Recreation of award (front)/ Reasoning of why
the person gets this award (back)
Key Criteria (e.g., rubric for Performance Task):

Your
Category 4 3 2 1
score

Hero Sheet is complete Sheet is

Sheet is missing Sheet is missing
Planning with everything incomplete or not
1 section 2-3 sections
Sheet filled out turned in

Award was
Award was
complete: Award was
created but There was no
Award included award created but
missing award created
name, recipient, incomplete
something
etc.
Details (including Some detail is Very little detail is
Few detail is
Writing/ labels) support added to provided for the
added to support
Reasoning the award & support award & award & recipient
award & recipient
recipient recipient is limited.
Information was Information was Information
Information wasn’t
clear, made eye clear, a lot/few wasn’t clear, few
clear, no eye
Presentation contact, used a eye contact, eye contact,
contact, and/or low
clear speaking high/low and/or speaking
speaking voice
voice. speaking voice voice
There are no There is/are 1 or There are 3-4 There are 5 or
grammatical, 2 grammatical, grammatical, more grammatical,
Writing capitalization, capitalization, capitalization, capitalization,
Mechanics spelling, and/or spelling, and/or spelling, and/or spelling, and/or
punctuation punctuation punctuation punctuation
mistakes. mistakes. mistakes. mistakes.

Total

Comments:
2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) Social Studies Grade(s) 2 Designer Dominique Calleja

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

1. Think-Pair-Share: Introduction to Social Studies lesson about differences

2. Center Rotation products: bubble map and letter to Ruby Bridges
3. Bubble map to writing prompts/ Mind maps (to answer essential questions)
4. Research on different types of award to give out to heroic figures
5. Hero Picture Book
6. Quizzes- Ruby Bridges and Malala
7. Social Studies Extension writing prompt—using bubble map for writing prompts.
a. Sample prompts: (1) Ruby Bridges was brave because… (2) If I were in Ruby’s shoes, I would….
8. Hero Award Planning Sheet (includes: hero name, award name, information on award, why this person
deserves this award)
9. Read aloud—The Story of Ruby Bridges & For the Right to Learn & Malala’s Magic Pencil
10. Exit Ticket
11. Puzzle Poster- Covers of books to introduce topics to be covered: Ruby Bridges & Malala
12. Timelines
13. Class discussion- heroes vs. super heroes discussion, books, informal assessments
14. Vocabulary Pre-Assessment—introduce vocabulary before lesson & write what they think
15. Maps- show where events occurred
16. Videos- BrainPOP, YouTube, etc.
17. KWL chart- topic: heroes
18. Gallery walk & critique (using post-its)
19. Pre-Assessment: have they heard of Ruby/Malala? What do they know about her? Is she a hero to you?
20. Ruby Bridges Movie- connect book and movie with real life events; helpful for visual learners

Stage 3--Learning Matrix

Monday Wednesday Friday

KWL chart: know/want to
learn heroes
Vocabulary pre-Assessment:
Week 1
vocabulary from Ruby
Bridges and Malala lesson
Social Studies Lesson- Ruby
Bridges
Read aloud The Story of
Ruby Bridges
Week 2
Ruby Bridges Timeline
(online)- know where and
when this happened
Introduction to Malala
Week 3 Read aloud For the Right to
Ruby Bridges & Malala Pre-
Assessment Quizzes
“Kids Are Heroes” YouTube
Channel- explore and watch
videos
Ruby Bridges Lesson
Think-Pair-Share: differences
in the classroom
Center Rotation
Malala Lesson
Revisit For the Right to Learn
Puzzle Poster of book covers
Exit slip: What do you think
the topic will be the next few
weeks?
Writing Prompt (using bubble
map)
Ruby Bridges Movie viewing
Exit slip: Name 3 things you
learned about Ruby Bridges
and why she is considered a
hero
Malala worksheets: reading
comprehension of both

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) Social Studies Grade(s) 2 Designer Dominique Calleja

Learn Read aloud Malala’s Magic books

Malala Map & Timeline- to Pencil
know where and when this BrainPOP video Exit slip: Name 3 things you
happened Class discussion on main learned about Malala and
points from two stories why she is considered a hero

Review: Quiz: facts about Ruby & Art Lesson- Picture Book
(1) heroic Malala (includes warm-up, activity,
characteristics of Introduce Art Lesson- Picture and wrap-up)
Ruby Bridges & Book
Week 4
Malala
(2) vocabulary from
lessons
Art Lesson (picture Book) Revisit lessons: likes/dislikes Performance Task
gallery walk: post-it notes Exit Slip: revisit KWL chart Introduction & Computer
(write what they liked, from day 1 and fill in Time: Research person,
Week 5
noticed, etc. “learned” column award, etc.

Performance Task Performance Task: class Performance Task

Hero planning sheet time to work on project- Presentation
Week 6 teacher will assist students
individually

4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)