Group 3 Unit Plan
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School
Rutgers University *
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Course
SOCIAL PSY
Subject
Philosophy
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by haileebissell
Unit Plan
Allie, Taylor, Hailee, Sarah, and Mackenzie
Topic: Civics, Government, and Human Rights Grade: 5th grade Question
: "Should children have the right to vote?" This topic can spark interesting discussions among students and encourage critical thinking about
issues related to democracy, citizenship, and age-related restrictions on voting rights. Why
: We chose this unit idea because students are very opinionated and wish to share their opinions with adults. This topic is something we think the students will be interested in and encourage students to interpret concepts regarding democracy, citizenship, and age-related restrictions to give an argument about why or why not children should have the right to vote. Students
: The Winston School is a private school for students with learning disabilities. All students have dyslexia and most have another disability paired with this (mostly ADHD). Students need lots of guidance, prompting, and modeling while being taught. Visual supports such as graphic organizers, checklists, and anchor charts are very helpful to the students as well. The classroom environment is accommodating to the students’ needs with flexible seating, fidgets, noise canceling headphones, and resources pinned around the room that help with foundational skills, comprehension, and spelling. Each student comes from a different community/town, but generally they all come from higher socioeconomic backgrounds. These students have lots of individual strengths and needs. Overall, students need to refine skills in fluency, decoding, spelling, and other skills relating to reading/writing. Their interests include various sports, video games, spending time with friends, fashion, and social media. I will incorporate all of this knowledge into my lesson plan to further engage the students by relating what is being taught to their personal lives. If there is a reading sample they need to read, I will incorporate their names, activities they're interested in, songs they like, topics that relate to their backgrounds, their learning needs, etc. I sent out a “Getting to Know You” Google Form in the beginning of the school year in order to learn more about their families, their personal interests, their community, and more fun questions to learn about their personality a bit as well.
Since this is a private school for students with learning disabilities, each student has an IEP. There are no English Language Learners in my classroom. Each student receives support
through our classroom and school community. There are flexible seating choices such as different types of chairs, clipboards, and slant boards. Students are allowed fidgets and gum, which help them with their focus. Also, students are allowed to take breaks, use noise canceling headphones, pencil grips, reading strips, and organizational items such as their binders (which are premade for each student). When reading on the Chromebook, they’re allowed to use headphones to access auditory support. Since they all have similar written IEPs for their
dyslexia, their supports, accommodations, and modifications are usually class wide. Some students benefit from 1-on-1 instruction and guided instruction more than others, though. This may include giving some students graphic organizers, sentence starters, and other helpful tools that may help them while working independently.
Time
: 45 minutes per day, for 4 days
Assessment: Students will create a short presentation (PowerPoint, flier, pamphlet, or other ideas approved by the teacher) and attempt to persuade the law makers. Students will then present their arguments and presentations to the class when finished. The presentation must include at least three
reasons why they are for or against children having the right to vote, and at least one
researched based evidence to support each
argument. Standards:
New Jersey Student Learning Standards – Social Studies Introduction
-
6.1.5.CivicsPI.2: Investigate different ways individuals participate in government (e.g., voters, jurors, taxpayers). -
6.1.5.CivicsPI.3: Explain how the United States functions as a representative democracy and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
-
Compare the qualifications of candidates running for local, state, or national public office
with the responsibilities of the position.
-
6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society. Lesson: -
Critical thinking -
How? -
What kind? -
Evidence of critical thinking -
Knowledge/Skills
-
What age? Make your argument! -
Evidence -
Research -
Visit media specialist Day 1- Introduction to the Topic and Civic Participation
Objective-
Students will be able to identify and analyze the concept of civic participation and its significance. -
We will have students do a Civic participation scavenger hunt where students work in pairs to find examples of civic participation in their school and community.
-
We will create a jamboard where students can post their findings and examples.
-
Students will roleplay different scenarios where students get to act as voters, jurors or taxplayers in a simplified manner to understand the roles better.
-
Lastly, we will play a “Civic Participation Bingo” where students mark off actions related
to civic participation they have seen or experienced. Day 2- Critical Thinking and Making an Argument
Objective- Students will be able to demonstrate critical thinking skills by creating persuasive arguments. -
We will organize a Think-Pair-Share activity where students think individually about whether children should have the right to vote , discuss their thoughts in pairs and share their ideas with the class.
-
Divide the class into small groups (3-4) and provide each group with a list of arguments both for and against children having the right to vote.
-
We will then do a Pro and Con tug and war where we will have students physically move
to the pro and con side of the room as they hear arguments related to children's voting rights. -
Lastly, have each group create a persuasive argument to the class.
Day 3- Debate and Research
Objective
- Students will be able to conduct research on children having the right to vote. -
The school’s media specialist will visit the class and provide a short demonstration on where to find reliable sources when researching online. -
Students will then independently research why should/should not have the right to vote (depending on their opinion). Students will create a document to hold their findings and citations to help them with the final assessment (presentation). -
Media specialists and the teachers will walk around and ensure the students are finding reliable resources with appropriate information for their argument. Day 4- Presentation
Objective- Students will be able to present their opinion on if children should have the right to vote with evidence to back up their argument.
-
Students will create a presentation (PowerPoint, flier, pamphlet, or other ideas approved by the teacher) and attempt to persuade the law makers. -
Students will then present their arguments and presentations to the class when finished.
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