Social Studies Lesson Plan Template

1. Lesson Title: Freedom of Speech

2. Grade level: 4th Grade

3. Duration of Lesson: 1 hour

4. Previous knowledge: Description of the knowledge students need prior to learning this
lesson.

Students must be somewhat familiar to American Citizen rights, and Freedom of Speech.

5. Academic/Everyday Vocabulary:

Legal- permitted by law

Illegal- against the law

Opinion- a view or judgment formed about something, not necessarily based on fact or
knowledge.

6. Essential Question: How can citizens influence government?

7. Objectives: Usually no more than 2. Connect these to your standards and assessments.
Include objectives that focus on conceptual understanding.

Students will be able to participate in discussions about Freedom of Speech.

Students will be able to evaluate scenarios that involve Freedom of Speech issues.

8. Assessment: Describe the forms of assessment that will be used throughout your lesson
and how they connect to the lesson objectives.

Informal Assessment- I will assess students based off their responses to my questions,
and comments throughout the lesson. I can determine if they are on track if they are
sharing relevant information to the lesson. There are many opportunities for student
response throughout the lesson. I will also informally assess their small group share at the
end of the lesson. I will base my assessment off of the students’ answers, and their use of
evidence from the text and lesson to support their answer.

9. Standards: List the NCSS theme, C3 social studies practice, and NYS Standard (either
from old standards or new standards)

NCSS Theme:
Civic Ideals and Practices
 C3 Social Studies Practice:

F. Civic Participation- Participate in activities that focus on a classroom, school,

community, state, or national issue or problem.

C3 Framework Standard:
 4.4d New Yorkers have rights and freedoms that are guaranteed in the United
States Constitution, in the New York State Constitution, and by state laws.

Students will examine the rights and freedoms guaranteed to citizens.

10. Activities: Use the table below to describe your lesson’s activities/process.

N Duration Major Activity Description/Steps/Questions to enact

Lesson Activity
Components
1 10 Engagement What is -First, the teacher will begin the
minutes Freedom of engagement activity by displaying on the
Speech? board the words, “Freedom of Speech.”
-Next, the teacher will ask the students,
“What does freedom of speech mean to
you?” Students will volunteer by raising
their hands. The teacher will guide the
students using productive based questions
to think about the right to expression and
sharing of opinions.
-Then, the teacher will ask the students to
reflect on a time that they shared an
opinion or expressed themselves. Students
will turn to someone near them and share
about that moment; however, students can
opt out of sharing if they feel
uncomfortable sharing that opinion.

Teacher Questions
“What do you think would happen if
someone told the President, ‘I disagree
with you’?”
“Why do you think that?”
“Think about a time you expressed
yourself or shared your opinion to
someone. Did they disagree, or agree?”
2 15 Teaching -First, the teacher will introduce the book,
minutes Freedom of Speech by Christian
Ditchfield. Students will have copies of the
same book at their desk.
-Next, the teacher and students will partake
in a Shared Reading. The teacher will read-
 aloud, while students follow along in their
text. At the conclusion of the text, the
teacher will ask the students questions
(listed below) to reflect on the reading.
-Then, the teacher will display a scenario
on the board of a situation where someone
expressed their opinion. The students will
put a thumbs-up if the act is legal, or a
thumbs-down if the act was illegal.
3 15 Practice -First, the students will break into groups
minutes of 4 (pre-assigned by the teacher).
-Next, the teacher will hand-out a scenario
of the same format as earlier in the lesson.
Each group will receive a different
scenario. As a group the students will
collaborate, and evaluate if the scenario is
protected under the freedom of speech, or
not. Students will use their new knowledge
of freedom of speech to help decipher.
-The groups will come to a conclusion and
prepare to support their answer using what
they have just learned from the reading and
the lesson.
4 15 Assessment -The students will share to the class one
minutes group at a time. The students will read
their scenario and tell the class if they
decided the situation was protected by
freedom of speech, or not. The students
will support their answer using the book
and lesson as evidence.
-The teacher will conduct an informal
assessment, and listen to the students
answers and justifications as they present.
5 5 Closing -Teachers will ask students questions to
minutes close the lesson, and to begin to have
students think about this lesson in relation
to the upcoming lesson.
Teacher Questions
- “Was there anything that surprised you
that we learned about today? What was it?”
- “How can we as a class use our right to
expression?”

11. Differentiation:
The lesson is adaptable to many learners. It begins by building off of prior knowledge of
Freedom of Speech. All students learn best when new learning is related to prior
knowledge. The productive based questions are formatted as, “What do you think…?”
This allows students to reflect on their own thoughts no matter their level of
understanding. By asking them about their own thoughts, it disconnects it from turning
into a guess what the teacher wants you to say. The Shared Reading is a strategy that
 supports all learners no matter their reading skills level. It allows them to focus on the
content of the book, and not struggling to decode.

12. References: List of references for your lesson.

-Freedom of Speech, by Christian Ditchfield
- https://www.uscis.gov/citizenship/learners/citizenship-rights-and-responsibilities
- http://www.tep-online.info/laku/usa/rights.htm

13. Reflection on creating the lesson:

My original first lesson ended up turning into my second lesson and my summative
assessment. This lesson will provide the background information that will help students
develop an overall deeper understanding of the topic. This lesson teaches students that we
have a right to express ourselves and share opinions. The next lesson will have them
focus on a specific topic, and formulate their own opinions. The summative assessment
will have them practice their freedom of speech with their new knowledge and stance
about a specific topic.

14. Please include all materials to teach the lesson below.

-Interactive White Board or regular board
-Scenario sheets
-Freedom of Speech, by Christian Ditchfield
 Scenarios

Group 1: Tony is at Washington D.C peacefully protesting against a bill he does not wish to be
passed. He is verbally expressing himself, and he has signs. Tony does not agree with the bill,
and is sharing his opinions. Is he protected by the Right to Free Speech?

Group 2: Dylan made a status on Facebook sharing her support for a presidential candidate.
People commented on Dylan’s status in disagreement with her post. Is Dylan protected under the
Right to Free Speech?

Group 3: Devin, wore a shirt to the grocery store that some people thought was “inappropriate.”
Many people commented to Devin telling him he should not wear the shirt. Is Devin protected
under the Right to Free Speech?

Group 4: Lily and Tanya are talking about current events. Lily and Tanya seem to have different
opinions about a subject. Lily becomes angry that Tanya does not agree with her ideas and
threatens to tell on Tanya to an adult. Is Tanya protected under the Freedom of Speech?

Group 5: Billy writes a letter to the state governor petitioning standardized testing. Is Billy
protected under the Freedom of Speech?
Teacher Copy
Scenarios

Group 1: Tony is at Washington D.C peacefully protesting against a bill he does not wish to be
passed. He is verbally expressing himself, and he has signs. Tony does not agree with the bill,
and is sharing his opinions. Is he protected by the Right to Free Speech? (Yes)

Group 2: Dylan made a status on Facebook sharing her support for a presidential candidate.
People commented on Dylan’s status in disagreement with her post. Is Dylan protected under the
Right to Free Speech? (Yes)

Group 3: Devin, wore a shirt to the grocery store that some people thought was “inappropriate.”
Many people commented to Devin telling him he should not wear the shirt. Is Devin protected
under the Right to Free Speech? (Yes)

Group 4: Lily and Tanya are talking about current events. Lily and Tanya seem to have different
opinions about a subject. Lily becomes angry that Tanya does not agree with her ideas and
threatens to tell on Tanya to an adult. Is Tanya protected under the Freedom of Speech? (Yes)

Group 5: Billy writes a letter to the state governor petitioning standardized testing. Is Billy
protected under the Freedom of Speech? (Yes)
 Social Studies Lesson Plan Template
15. Lesson Title: “To Tax, or Not to Tax”

16. Grade level: 4th grade

17. Duration of Lesson: 1 hour

18. Previous knowledge: Description of the knowledge students need prior to learning this
lesson.

Students should have a general knowledge about sales tax, and an awareness of pollution.
Students should also know how to pull important details and facts from a text.

19. Academic/Everyday Vocabulary:

Government- the form or system of rule by which a state, community, etc., is governed.

Tax- sum of money demanded by a government for its support or for specific facilities or
services, levied upon incomes, property, sales, etc.

Advocate- to speak or write in favor of; support or urge by argument; recommend publicly

Debate- argue about (a subject), especially in a formal manner.

20. Essential Question: How can citizens influence government?

21. Objectives: Usually no more than 2. Connect these to your standards and assessments.
Include objectives that focus on conceptual understanding.

Students will be able to exercise their right to express ideas and opinions (Freedom of
Speech), and take a personal stance about a New York State issue.

22. Assessment: Describe the forms of assessment that will be used throughout your lesson
and how they connect to the lesson objectives.

Informal Assessment-The teacher will informally assess the students based off their answers to
the productive questions. The teacher will be assessing if they took a stance or not, and if they can
explain. Teachers will only be looking for be assessing if the students can explain why they have
that opinion.

23. Standards: List the NCSS theme, C3 social studies practice, and NYS Standard (either
from old standards or new standards)

NCSS Theme:
Civic Ideals and Practices

C3 Social Studies Practice:

 F. Civic Participation- Participate in activities that focus on a classroom, school,
community, state, or national issue or problem.

C3 Framework Standard:
 4.4d New Yorkers have rights and freedoms that are guaranteed in the United
States Constitution, in the New York State Constitution, and by state laws.

Students will examine the rights and freedoms guaranteed to citizens.

24. Activities: Use the table below to describe your lesson’s activities/process.

N Duration Major Lesson Activity Description/Steps/Questions to

Components enact Activity
1 10 min Engagement -One Flavor -First, teacher will propose a
Ice-Cream scenario to the class. The
hypothetical scenario is that the
cafeteria from now on will only be
serving Strawberry flavored ice-
cream.
-Next, the students will have an
open discussion about their
thoughts and opinions on the
proposal. Allow the students to
share their disagreements or
agreements with the class. Even
the students who do not buy ice-
cream have an important role.
(This represents adults who do not
always feel affected by
government.)
-After the discussion, the teacher
will point out how students just
partook in the Right to Free
Speech by expressing their doubts,
concerns, support, or non-opinions
for the change.
-The teacher will re-assure the
students that the scenario is not
real!

Teacher Questions
“How does this make you feel?”
“Do you agree with this change or
not? Why?”
“Does anyone not care about this
change? Why not?”
2 10 min Teaching Plastic Bag -First, the teacher will display
Images images on the Interactive White
 Board. The images will be of the
accumulation of pollution from
plastic bags. These images will
evoke a curiosity and response
from the students.
-The teacher will ask the class to
reflect on the images they just saw.
Students will volunteer to share by
raising their hand.
-The class will participate in a
discussion using the productive
questions listed below.

Teacher Questions
“How did those images make you
feel?”
“What do you think those pictures
are?”
“Why do you think I showed you
this?
“How do you think we can prevent
this from happening?”
3 35 Practice TimesForKids -Students will retrieve laptops and
Plastic Bag go to the website listed below*.
Tax -Students will read the article and
create their own graphic organizer
that will help them categorize their
thoughts. The graphic organizer
will be used later as evidence to
support a stance.
-After reading both sides of the
argument, students will form their
own personal opinion on the issue.
The teacher will ask the same
productive questions that were
asked during the engagement
activity.
Teacher Questions
“How does this make you feel?”
“Do you agree with this change or
not? Why?”
“Does anyone not care about this
change? Why not?”
4 --- Assessment Questions -The teacher will informally assess
the students based off their
answers to the productive
questions. The teacher will be
assessing if they took a stance or
not, and if they can explain.
Teachers will only be looking for
 be assessing if the students can
explain why they have that
opinion.
5 5 min Closing -The class will wrap-up their
discussion based on the productive
questions.
*http://www.timeforkids.com/news/debate/563946

25. References: List of references for your lesson.

*http://www.timeforkids.com/news/debate/563946

26. Reflection on creating the lesson:

I wanted the engagement activity to give the students practice with the objective. I used a
discussion on the images as the teaching because I wanted the lesson to be student-
centered and actively involve them in the learning. The class could also build upon each
other’s ideas in a class discussion. The practice activity is preparing the students for a
debate that they will be participating in.

27. Please include all materials to teach the lesson below.

-Laptops
-Interactive White Board
Images:
 Summative Assessment
Duration: 20-30 minutes

Objectives:
Students will be able to exercise their right to express ideas and opinions (Freedom of
Speech), and take a personal stance about a New York State issue.

Standards:
NCSS Theme:
Civic Ideals and Practices

C3 Social Studies Practice:

F. Civic Participation- Participate in activities that focus on a classroom, school,

community, state, or national issue or problem.

C3 Framework Standard:
 4.4d New Yorkers have rights and freedoms that are guaranteed in the United
States Constitution, in the New York State Constitution, and by state laws.

Students will examine the rights and freedoms guaranteed to citizens.

Assessment:
 The teacher will assign students to be either for or against the passing of the plastic bag
law. The students will split down the middle of the classroom and each position will
convene to opposite sides of the room.
 The students will collaborate/brainstorm with their group members, and share
information on each other’s organizers. The students will plan their argument and use
their organizers to support their claim.
 Students must collaborate and communicate with each other to build a strong argument.
 Each team must make clear what position they are defending using details from the
article to support their argument. Every member of the group must participate in the
debate.
 The teacher will assess the students with a rubric (listed below).

Rationale:
I wanted to create a lesson that was relevant and hands-on. The lesson touches upon important
issues and incorporates them into a mini-unit. The topics included are pollution, socio-economic
issues, and civilian rights.
 Rubric for Debate

Team: 0point 1 point 2 points

Student Less than half of the Most of the students Every student
Participation students participate in participate in the debate participates in the
the debate debate

Use of Supporting Use no supporting Use few details form the Use multiple details
Details details article to support from the article to
argument support argument

Makes Position No position is made Their position is Their position is made

Clear muddled at some points clear throughout the
debate