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Fourth Grade Social Studies Unit: Civic Virtues

Lesson 1: Respect for the Rights and Dignity of all Individuals

State Content Standards


○ We will be using the following social studies standard to guide this fourth grade lesson:
4.2.6 Define and provide examples of civic virtues* in a democracy.
Examples: Individual responsibility, self-discipline/self-governance, civility, respect for
the rights and dignity of all individuals, honesty, respect for the law, courage,
compassion, patriotism, fairness and commitment to the common good
* civic virtues: behaviors that contribute to the healthy functioning of a democracy
○ We are focusing on one civic virtue per lesson, and for this lesson we are focusing on
defining and providing examples of respect for the rights and dignity for all individuals.
○ We will also be using the following language arts standard to guide this fourth grade
lesson:

4.6.2 Collaboratively improvise scenes based on relationships and social situations.


Example: Students improvise short scenes indicating proper and improper behavior in the
lunch line.

Content Objectives (Established Goals) (Label objectives C1, C2, C3…)


● C1: Students will be able to discuss what rights are fundamental pertaining to being
treated with dignity and respect and how this should look in the classroom and the world
as a whole.
● C2: Students will be able to read case studies and recognize the humans rights and human
dignity issues.
● C3: Students will be able to apply their knowledge, using role play, about human rights
and dignity to real life scenarios.

Academic Language Objectives (Label objectives L1, L2, L3…)


○ L1:Students will identify human rights and their connections to respect and dignity when
drawing inferences from the text by using examples.
○ L2: Students will discuss and share how their readings are related to the vocabulary
words, “Respect” and “Dignity” using metaphors.
○ L3:Students will explain their knowledge of the vocabulary (rights, respect, dignity) by
using self-talk and inferring to create their outcomes during their role play activity.
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Provisions for Individual Differences


○ These activities provide for differentiation because we are using role playing that
promotes learning through movement and reaches our kinesthetic learners. We are also
using a technology component that supports our visual and spatial learners. Lastly we are
using case studies in small groups that support our interpersonal and linguistic learners.

Resources
○ What materials will you need in order to teach this lesson?
● Computer/ Projector/ Speakers
● Internet access/ Administrator login
● Exit Slip Sheets
● Case Studies Printed (11 copies of each study)
● https://youtu.be/V1BFLitBkco vocabulary video
● Book: Is there really a human race by Jamie Lee Curtis and Laura Cornell
● Kid President Video which talks about Martin Luther King Jr.
https://youtu.be/4xXZhXTFWnE

○ What materials will students need?


● Pencils
● Case Studies
● Highlighters
● Alternative Worksheet
● Exit Slip Sheets
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4
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The Case Studies above were added^^^

Instructional Strategies and Learning Tasks to Support Learning

Time Objective Learning Activities (What and How) Purpose (Why)


Code (C1,
C2 or L1, L2)

Launch: C1 Lesson 1: Respect for the Rights and We started with a


15 L1 Dignity of all Individuals read aloud to grab
minutes L2 our students
Launch
Explore: attention and bring
30 Beginning activities:
them into a story
minutes
that helped us
Close: 15 ★ To begin this lesson, since this is the
minutes connect and explain
first of all of our lessons, we will start our topic to them on
by having a short discussion of what a personal level and
classroom rules are. We will list the on a global
behavior expected and the perspective. A read
consequences in a very matter of a fact aloud also naturally
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way. opens up our minds


★ Then, we will introduce “Respect, for a discussion.
Dignity and Rights” as vocabulary and
ask for the students’ opinions on what
these mean. Then we will ask for
examples of ways to show respect and
dignity, and detail the differences
between respect for someone’s rights
and respect for someone’s dignity.
★ At this point, we will communicate the
learning goals for the lesson by stating
them during the instructions for the day
For example, we will say, “Those are
great thoughts about Respect, Dignity
and Rights . Today, I am hoping that
we can look at some examples of
things what human rights are and how
we can show respect and dignity to
others and how all of this fits into
being a good citizen. Remember, these
activities are going to be fun but if we
can’t handle it we have a worksheet
that we can do instead. We will not be
negotiating with students who choose
to make poor choices today.”
★ We will read them the book, “Is There
Really a Human Race” in order to get
them thinking about respect and dignity
and to motivate the students for our
exploration.
★ We will ask students questions such
as: What do you think it means to show
respect? What do you think it means to
show dignity? Why is it important for
us to show people respect and dignity?
Did you notice any respect and/or
dignity being shown in the book?
Where?
★ Students will need to understand the
words rights, dignity and respect. They
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also will need to be able to discuss the


vocabularies meaning using academic
language that we will model.
★ After we will introduce the activity, we
will have students repeat the directions
back to us, and give time for questions.
Explore
★ The teachers will introduce 2 case
studies (one that is from a classroom For our explore we
perspective and one from a national are bringing them in
C2 perspective) that discuss loss of with small group
C3 respect, rights, and dignity in different work where they
L3 will use a case study
situations.
○ The students will break into two to develop an idea
small groups (one assisted by about what treating
others with dignity
Haley and one assisted by
and respect looks
Elisabeth) and will read the
like and does not
case study and answer the look like. We wrap
discussion questions that are up our engage with
written at the bottom. They will a role-playing
use highlighters to highlight the activity that pushes
areas in the study that support the students to make
their questions. deeper connections
★ After this Students will participate in a with what respect
role playing activity where they will and dignity truly
act out the changes that support the mean and how it is
shown in different
rights of respect and dignity of the
situations.
people represented in their case study.
They will act out their case study
replacing the behavior that threatens
the individual's rights to respect and
dignity, and replace it with their
outcomes that create a nurturing
environment for respect and dignity. In
doing so students will see the
difference that treating others with
respect and dignity can have on an
environment.
Closure
We close the lesson
★ To close we will show students a Kid
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President Video about showing respect with a Kid President


for others and what effect it can have video. This is
enacting positive changes in a meaningful because
community. they are the same
L1
age and hearing
L2 ★ We will be giving students an exit slip
something reiterated
where they will write down one way in
by a peer can be
which they will create a classroom powerful. We also
environment that nurtures their peers chose this video
dignity and shows them respect. For because it once
example, not laughing at someone again opened us up
when they get a problem wrong and to have one last
instead giving them encouragement to discussion about
build their self-esteem. what we learned and
why it is important,
which is also
reflected in their exit
slip. We chose to
have an exit slip so
that we assess the
student's individual
learning.

Reflection (To be completed at the end of each lesson)


· Was the lesson taught as planned? If not, what changes were made to the lesson and why?
· To what extent did the whole class or group learn what you intended them to learn? Cite specific
examples and/or evidence.
· Who did the lesson work best for? What didn’t work and for whom?
· What did you learn about your students as learners?
· What will be your next steps instructionally? Are you planning to make changes in the next lesson?
If so what are they? Why do you think these changes are appropriate?
· What have you learned about yourself as a teacher? What goals do you have for your next lesson?
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Lesson 2: Fairness

State Content Standards


○ NCSS Personal Interaction and Civic Engagement Strategies Civic Engagement
○ “Exhibit moral and civic virtues such as concern for the rights and welfare of others,
social responsibility, tolerance and respect, and belief in the capacity to make a
difference.”
4.2.6 Define and provide examples of civic virtues* in a democracy.
Examples: Individual responsibility, self-discipline/self-governance, civility, respect for the
rights and dignity of all individuals, honesty, respect for the law, courage, compassion,
patriotism, fairness and commitment to the common good
* civic virtues: behaviors that contribute to the healthy functioning of a democracy
○ We are focusing on one civic virtue per lesson, and for this lesson we are focusing on
defining and providing examples of fairness in a democratic society.
○ We will be using the following standard to guide the writing in this lesson.

4.W.3.1 Write persuasive compositions in a variety of forms that –


· In an introductory statement, clearly state an opinion to a particular
audience.
· Support the opinion with facts and details from various sources,
including texts.
· Use an organizational structure to group related ideas that support
the purpose.
· Connect opinion and reasons using words and phrases.
· Provide a concluding statement or section related to the position
presented.
○ Finally, we will be using the following Visual Arts Standard to
guide aspects of our lesson:
4.1.1 Identify the relationship between a work of art and the geography
and characteristics of the culture; identifying where, when, and by
whom the work was made (focus: Indiana history).

Content Objectives (Established Goals) (Label objectives C1, C2, C3…)


○ C1: Students will be able to use information given to them about the Civil Rights to make
judgements about what is fair.
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○ C2: Students will identify what fair means in their verbal arguments about different
topics.
○ C3: Students will write a persuasive paragraph using the definition of fairness to take a
stance on an issue.

Academic Language Objectives (Label objectives L1, L2, L3…)


○ L1:Students will identify what is fair using the simple past verb tense when discussing
Civil Rights in the past, and they will use their vocabulary words, such as “mistreated”.
○ L2:Students will compare situations using adjectives to describe why one is fair or unfair
using the definition we have created as a class for these two vocabulary words.
○ L3:Students will write using a persuasive tone to take a stance on an issue of fairness and
use vocabulary words we have provided.

Provisions for Individual Differences


○ These activities provide for differentiation because they will be getting up and moving
around as well as listening to information in read alouds and watching videos. These
activities will be conducive for kinesthetic, visual, and auditory learners. We will also be
having them synthesize the information at the end into a paragraph, structured by the
worksheet, giving students at different levels of writing the ability to do their best.

Resources
○ We need the following materials:
● The link to the following kid President video to teach students how to disagree:
https://youtu.be/ghk-nDJB3Tk. And the tech to show the video
● The book, “The Other Side” by Jacqueline Woodson
● “We Are the Ship; The Story of the Negro League” by Kadir Nelson
● tape for the floor,
● Pictures of Art from the following source:
Brooks, K. (2014, February 12). These Are The Artists Of The Civil Rights
Movement. Retrieved March 07, 2017, from
http://www.huffingtonpost.com/2014/02/12/civil-rights-art_n_4769268.html
● outlines for each student to write their paragraphs on.
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● The worksheets below to give students who cannot handle the activities.
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Instructional Strategies and Learning Tasks to Support Learning

Time Objective Learning Activities (What and How) Purpose (Why)


Code (C1,
C2 or L1, L2)

Launch: C1, C2, L1, Lesson 2: FAIRNESS Launch: We are


20 L2 Launch having students start
minutes with a book because
Beginning activities:
Explore: we want students to
20 ★ First, we will introduce “Fairness” and
get in the mindset of
minutes ask for the students’ opinions on what
things that aren’t
Close: 20 this means. Then we will ask for
minutes fair, but we do not
examples of things in history that were want them to think
unfair. only about issues
★ At this point, we will communicate the inside the
learning goals for the lesson by stating classroom.
them during the instructions for the
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day. For example, we will say, “I really


love your guy’s ideas about fairness.
Today, I am hoping that we can look at
some examples of things that were
unfair, so that we can understand how
fairness fits into being a citizen.
Remember, these activities are a
privilege that can be lost. We will not
be negotiating with students who
choose to make poor choices today.”
★ We will read them the book, “The
Other Side” in order to get them
thinking about fairness and to motivate
the students for our exploration.
★ We will ask students questions such as:
What do you think fairness means?
Why is it important for things to be
fair? Did you notice anything that was
unfair in this book? Are there things in
your life that are unfair?
★ Students will need to understand the
words listed on the vocabulary list (see
under resources) and the basis of the
civil rights. They also will need to be
able to use persuasive language that we Explore: We are
will model. having students
watch the Kid
★ After we have introduced the activity,
President video in
we will have students repeat the
order to set the tone
directions back to us, and give time for for how to disagree
questions. respectfully. Then
Explore we are having
★ We will start with a video of Kid students debate the
President that talks about how to fairness of issues in
C1, C2, L1, disagree. Then, during the exploration order to flesh out the
L2 students will stand on either side of a definition of fairness
line, and we will present them with and get students
several scenarios. Then if they believe thinking about big
issues.
that the scenario is unfair, they will
stand on the line. We will begin by
reading the back of the book listed
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under resources and ask if that is fair.


Then we will work down to classroom
things that are fair/unfair. (See
resources for a list of questions)
★ Students will use persuasive language
and the vocab we have introduced
during this activity to justify their
answers. We will also be showing a
work of art done by an African
American during the Civil Rights and
using this to guide their ideas of
fairness.
★ We will be asking the questions
mentioned above, but also asking
questions about the language students
are using and if they understand or
Closure: We are
have questions.
having students
★ If students are inaccurately using the write a persuasive
language we will redefine words and paragraph so that we
model correct usage again. can reinforce the
★ We will provide positive feedback writing workshops
during the lesson when they begin to the teacher has been
understand the content. When they use doing and so that we
the correct language, we will say things can see how much
like, “I love the way that Josie use of the content and
persuasive words while she defended language they were
able to internalize
her position”.
and then use in
★ During the activity, after each question,
writing.
we will have students explain their
thinking and defend their answers, and
this is how we will gather their
thinking for the closure.
Closure
★ We will ask students to write a
C1, C3, L1, persuasive paragraph on an issue that
L3 they believe is unfair.
★ In the instructions for this writing
assignment, we will articulate the
learning goals in order to encourage
students to write using the content we
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covered and the language we modeled.

Lesson #3: Compassion


State Content Standards
○ We will be using the following standard to guide this fourth grade lesson
4.2.6 Define and provide examples of civic virtues* in a democracy.
Examples: Individual responsibility, self-discipline/self-governance, civility, respect for
the rights and dignity of all individuals, honesty, respect for the law, courage,
compassion, patriotism, fairness and commitment to the common good
* civic virtues: behaviors that contribute to the healthy functioning of a democracy
○ We are focusing on one civic virtue per lesson, and for this lesson we are focusing on
defining and providing examples of compassion in a democratic society and society as a
whole.
Content Objectives (Established Goals) (Label objectives C1, C2, C3…)
● C1: Students will discuss the themes of civic ideals (Respect for the rights and dignity of
all individuals, fairness and compassion) and through multiple texts discuss what this
looks like and how it can change environmental outcomes
● C2: Students will use multiple texts to analyze and compare how specific citizen behavior
(showing compassion/ not showing compassion) and discuss what actions they will need
to take to change their classroom environment to reflect positive citizen behaviors.
● C3: Students will draw and label illustrations making comic strips of character examples
from texts where civic virtues such as compassion are being used and how it changed the
characters environment.

Academic Language Objectives (Label objectives L1, L2, L3…)


○ L1:Students will explore compassion through multiple texts and make inferences from
the text by using examples within the texts .
○ L2: Students will discuss and share how their readings are related to the vocabulary word,
“compassion” by using metaphors.
○ L3:Students will explain their knowledge of the vocabulary (compassion) by using self-
talk and inferring to create their comic strips.
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Provisions for Individual Differences


○ These activities provide for differentiation because we are using multiple texts that
promotes learning and supports our interpersonal and linguistic learners. We are also
using a technology component that supports our visual and spatial learners. Lastly we are
using comic strips that also support our spatial and linguistic learners and give all our
students the ability to be more creative in their responses.

Resources
○ What materials will you need in order to teach this lesson?
● Kid President Video which talks about Compassion!
https://youtu.be/tgF1Enrgo2g
● Youtube.com Compassion Video https://youtu.be/A4a66aFaIME
● Comic Strip Worksheets
● Each Kindness by Jacqueline Woodson
● Because of Winn Dixie by Kate DiCamillo
○ What materials will students need?
● Colored pencils
● Pencils
● Worksheets

Alternative Worksheet
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Instructional Strategies and Learning Tasks to Support Learning

Time Objective Learning Activities (What and How) Purpose (Why)


Code (C1,
C2 or L1, L2)

C3 Lesson #3: Compassion We wanted to begin


L1 Launch our lesson with a
Launch L2 ★ To begin this lesson, we will read a reading from
20 passage from Because of Winn Dixie. Because of Winn
minutes
(p.130-131) In this part of the text it Dixie Because it is a
Explore
explains why Otis got put in jail and where familiar text that we
20
Minutes Gertrude showed Otis compassion by know they love and
Close giving him a job playing music after he have made
20 was released. I will explain how this is connections to. We
Minutes compassionate in greater detail. wanted to share a
★ After this we will show the students a view portion where Opal
where a child explains compassion and shows compassion
gives a personal story as context. When the to get give the
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video has finished we will have a short students an example


discussion about the different ways that the of compassion and
two stories relate pertaining to to have them start
compassion. making text to self
★ Next we will read Each Kindness, in this connections.
book the main character misses her We chose Each
opportunity to show compassion to one of Kindness because it
her classmates and feels bad about it. We shows how you feel
will reread the book after discussing when you withhold
compassion and ask the students to point compassion, and it
out in the text where the character could represented the
have showed compassion. opposite point of
C1 Engage: view from Because
C2 ★ For our engage we will continue our of Winn Dixie.
L1
discussion over our two books (Because of
L2
Winn Dixie and Each Kindness) and we
L3
will have the students make comic strips.
★ The students will be given instructions and We wanted the
given an example of how to make a comic students to have a
strip by using Opal as a character (they discussion based on
have already read Because of Winn Dixie). both of the texts and
They will look through their books or go how they related to
off of a memory of the book where Opal compassion and the
shows another character compassion. They feeling of giving and
will draw this in their comic strips and receiving
write in the bubbles what is happening and compassion.
where in this part of the story is We chose comic
compassion being shown. We will be strips because our
walking around asking probing questions students love to
and helping students with the text. draw and showing
Close emotions through
★ The end of our lesson will be a discussion drawing is a great
where we ask about compassion. We will way to deepen
C3 discuss the connection between the two perspective and
C2
texts. connections.
★ We will end our lesson with a Kid
President video where he discusses all of
our civic virtues and describes how We wanted to end
showing and acting on these civic virtues our with a
will make our society (environment) better discussion and a Kid
for everyone. President video
because his peer
perspective is
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powerful and
discussed civic
virtues with an
academic language
that we want our
students to see and
adopt.

Lesson 4: Patriotism
State Content Standards
NCSS Personal Interaction and Civic Engagement Strategies Civic Engagement
“Exhibit moral and civic virtues such as concern for the rights and welfare of others,
social responsibility, tolerance and respect, and belief in the capacity to make a
difference.”
4.W.3.1 Write persuasive compositions in a variety of forms that – In an introductory
statement, clearly state an opinion to a particular audience. Support the opinion with
facts and details from various sources, including texts. Use an organizational structure to
group related ideas that support the purpose. Connect opinion and reasons using words
and phrases. Provide a concluding statement or section related to the position presented.
4.2.6 Define and provide examples of civic virtues* in a democracy.
Examples: Individual responsibility, self-discipline/self-governance, civility, respect for
the rights and dignity of all individuals, honesty, respect for the law, courage,
compassion, patriotism, fairness and commitment to the common good
*civic virtues: behaviors that contribute to the healthy functioning of a democracy

Content Objectives (Established Goals) (Label objectives C1, C2, C3…)


● C1: Students will be able to define patriotism and the different ways it can be shown
using definitions we create as a class.
● C2: Students will be able to identify issues in the classroom and on the national level
through videos.
● C3: Students will be able to state their opinion on classroom and national issues related to
patriotism in a persuasive paragraph.

Academic Language Objectives (Label objectives L1, L2, L3…)


L1: Students will compare videos using adjectives to take a stance and employ vocabulary
words such as: solution strategies, promote, ban, campaign, intervention or prevention.
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L2: Students will explain how the videos are related to the vocabulary word, “Patriotism” using
metaphors.
L3: Students will identify their position and beliefs on patriotism in a persuasive tone using
vocabulary words.
(See Vocab list under Resources)

Provisions for Individual Differences


○ We have accommodated for individual differences by providing a varied amount of
activities. We will be moving the students around, having them sit on the floor, move
between groups, and to different sides of the room. At the end, students will do their best
on the exit slip and write as little or much as they can accomplish. We do have a few
students with behavior plans and or IEPs, and we will be structuring their groups to
accommodate for this.

Resources
○ We will need the following:
● Computer/ projector/speakers (Kid President Videos)
● https://www.youtube.com/watch?v=8R2GZ-sXWoA This is a news video about a
student choosing to sit during the Pledge of Allegiance.
● This is a news video about an athlete choosing to take a knee during the Pledge of
Allegiance.
● Exit slips for the class (for assessment)

● Vocabulary List (to introduce students to the language they should be using
during the discussion and the words they may encounter in their article)
Vocab for Patriotism: Patriotism, Promote, Emotional warfare, Oppressed, Ban, Solidarity,
Campaign, Association, Unintended, Systematic- change, Courageous, Social-action,
● following worksheets (to use in case students lose their privilege of the activity)
● Book: “The Pledge of Allegiance” (to present the opposing view of the pledge)
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● Pencils
● Highlighters
This Kid President Video for the intro talks about Changing the World through love:
https://youtu.be/4z7gDsSKUmU
This Kid President Video is for the conclusion and talks about making change:
https://youtu.be/KdL4o7wU0CQ
○ The students will need the following articles, and an exit slip. We will be providing both
of these things. They will also need a pencil and possibly a highlighter which the
classroom teacher will provide.
○ Worksheets that need to be printed as backup.
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Instructional Strategies and Learning Tasks to Support Learning

Time Objective Learning Activities (What and How) Purpose (Why)


Code (C1,
C2 or L1, L2)

Launch: C1 Lesson 4: PATRIOTISM Launch: We are


15 Launch showing the video
minutes Beginning activities: and having a
Explore: ★ Next, we will show the linked Kid discussion to show
35
President video above to introduce them that what we
Closure:
Patriotism and to get students motivated do will be fun and
10
minutes for the exploration. interactive, but only
★ After the video, we will communicate the if they can handle.
learning goals for the lesson by stating We are also using
them during the instructions for the this to introduce
stations. For example, we will say, “Kid Patriotism before we
President touched on loving your country, move into the
which is how many people define the term Explore.
patriotism. So, can you give me an
example of something that you love?”
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Then we would take an example, like


maybe my bike. “If your bike was broken,
would you want to get it fixed? If every
time you rode it something went wrong,
wouldn’t you want to find the issues and
try to fix them? Because you love it? Well
that is the same way people show
Patriotism sometimes. They want to find
the issues, and fix them, because they care
about this country.”
★ We will ask students what issues they
work to solve in the country, or if they
know of any issues. Then we will ask them
what issues they know in their school, and
if they are working to fix those. We will
also ask them what they think it means to
be a patriot, or what it looks like.
★ Then we will explain the activity to the
students as such, “Okay now I am going to
play two videos, and after each one you are
going to have a discussion about them at Explore: We are
your tables. The first one is going to be having students
about an issue in a school, and the second watch videos
one about an issue Nationally. Do you showing patriotism
guys understand? Can someone repeat in a way contrary to
back to me the two things you need to do? just loving one’s
(Watch the video, discuss with your country so that they
group). Then I will give you more can learn how to
instructions.” critically think about
Explore issues in their lives
★ During the exploration, we will play each and as a citizen.
C1, C2, C3, video. After the video, we will ask
L1, L2, L3 questions such as, “Do you think the
person in the video is patriotic, why or
why not?, How does saying the pledge fit
in with being a patriot? Whose side would
you take in these videos? How do you feel
about the pledge?” Specifically after the
second video we will ask, “Why do you
think Kaepernick discussed the issues in
America? What do you think he was trying
to accomplish?” I will encourage students
to use the previously defined vocabulary
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words and phrases such as, “patriot” or


“systematic change”.
★ As students are working, we will walk
around and ask them questions about their
issues and the differing sides such as,
“What does it sound like the biggest
barrier is in this issue? What is your
viewpoint?”.
★ After the students have watched both
videos, we will ask them to make a
decision about if sitting during the Pledge
of Allegiance can be a patriotic thing, and
then share their opinions.
★ As we ask questions we will again model
the language used. If a student says
something without the right kind of
language, we will rephrase it with the right
language and repeat it back to them so they
hear the difference.
★ We will affirm that what they are saying is
correct, but model using the language and
vocab we have introduced in order to show
them that they should be using that
language as well.
Closure Closure: We are
★ We will begin the closure by having a having students
C2, C3, L3 discussion about what was learned. We write a tweet to Kid
will ask questions such as, “How do these President in order to
issues relate to the idea of Patriotism? How see a summary of
can you apply what you just did to your what they took
life? To your school? What issues do you away. We want
see around you, and how could you fix them to be
them? motivated to fill it
★ Finally, we will rearticulate the out, but we also
meaning of Patriotism and how it plays want to see if they
a large role in citizenship. Then, we understand
will discuss the issues that are at play Patriotism and the
language we
within their school and how as citizens
introduced.
of their school they can show their
pride by trying to solve those issues.
We will show the linked Kid President
video under resources that is for the
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conclusion. Then, we will hand out exit


slips that look like tweets, and ask
them to tweet at Kid President a
persuasive paragraph using evidence or
reasoning to support what they believe
about patriotism and the ways it can be
shown.

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