SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
How did Franklin D. Roosevelt’s obstacles in life help shape his life and what he did as president?
(Describe the evaluation as it relates to the elements.)
(Describe the activities planned and the anticipated actions of the students.)
Include differentiation strategies.
Explore the lesson content. The students will learn about FDR by listening to a book about him and making a flip-book. I will open with a small discussion to find our what the students already know about him and get them ready to learn more. I will then read the book American HeroesFranklin Delano Roosevelt. As I read I will go over the vocabulary throughout the book. I will check for comprehension by seeing if the students can figure out what the word means or if they already know. After the book is finished the students will make their flip- book. The flip- book will have certain sections that they will fill out, Biography, Interesting Facts, New Deal, and WW2. I will have 3 to 4 facts for each section that the students will need to write down. As they are making the front cover of their flip- book I will have them up on the board for them.
For the students that have vision impairments I will allow them to come closer to the board so they will be able to see better.
For students that need more visual content then auditory I will have written on the board what they need to write down.
For Group 2 and 3 they need to be given what they need to write down otherwise they will not be able to pick out the correct facts. These are the lower classes and they have trouble listening and writing down at the same time. They need the extra visual; this also helps their parapro.
Extending & Refining
(Activity that guides students to rethink or think beyond the learned skill – may be incorporated AFTER summarizing/evaluation.)
Rethink our work & ideas. The students will compare and contrast FDR with one other historical figure that they have already learned about.
(Reflects evidence of student learning – evaluation – Guided by the essential question – All students participate)
Go back over the essential question to see if we have enough information that we can put answers to it.
Ticket out the door of a fact that they have learned about FDR today.
Describe the any additional adaptations/modifications planned for exceptional students (EIP, Inclusion, Gifted, ESOL, RTI, students who have yet to be identified with learning/behavioral disabilities, etc.)