Field Seminar Term IV Lesson Plan-Social Studies Wednesday, March 20, 2013 11:40-12:30 Video Clip: JFK “Ask not

what your country can do for you…”

Frances Brandt 2/12/13

GOALS/OBJECTIVES SWBAT analyze a primary source to understand the meaning of JFK’s “Ask not what your country can do for you, ask what you can do for your county.” SWBAT identify actions they can take as citizens of Room 119 in response to JFK’s call. SWBAT identify character traits that they want to work to become more of in response to JFK’s call. STANDARDS 5.2.2.D Explain responsible community behavior. 8.3.2.B Identify American artifacts and their importance in American history. 8.3.1.A Identify Americans who played a significant role in American history. MATERIALS AND PREPARATION Materials  Student worksheets (one per student, see attached)  Computer with video of JFK’s inaugural address (http://www.jfklibrary.org/Asset-Viewer/BqXIEM9F4024ntFl7SVAjA.aspx)  Chart paper and marker  Who Was John F. Kennedy? By Yona Zeldis McDonough  A Picture Book of John F. Kennedy by David Adler? Preparation  Create worksheets ahead of time and make 24 copies  Replicate student worksheet on big chart paper ahead of time  Have video up and ready on computer closest to carpet CLASSROOM ARRANGEMENT AND MANAGEMENT ISSUES Arrangement Students will be seated on the carpet for the first part of the lesson. The computers are directly next to the carpet, so all they will need to do to see the video is turn their bodies to the left. For the second part of the lesson, students will be seated at their desks in their table groups. Management issues I do not anticipate any major concerns in terms of behavior management. I have intentionally inserted a good amount of engagement and collaboration through the turn-and-talk and the small group work to prevent students from getting

restless or bored. Students are used to working in small groups and sharing out with the class, so while I anticipate that the class may get a little loud during this time, I expect that it will be an indication of productivity. If it is not, I will stop everyone and remind them to stay on task. BODY OF THE LESSON Introduction (2 minutes) Yesterday we read David Adler’s biography of John F. Kennedy. We talked about the character traits that we would use to describe JFK. We said that he was ___________. Today we are going to learn some more about the famous speech that JFK delivered during his inauguration in 1961. Historical Context and Video Clip (9 minutes) Nat was nice enough to let me borrow his biography of JFK all the way back in February when we were studying biographies! I am going to read you a few pages from his book to give you another perspective on JFK’s election and inauguration. Read excerpt from Who Was John F. Kennedy? By Yona Zeldis McDonough (page 6770). Excerpt ends with JFK’s famous quote. What we are going to do now is watch a video clip of this very speech that we’ve read so much about. I am going to show you the very beginning, where he recites the oath of office, and then I’m going to fast-forward to the end because it is a little long. Show video clip. Discussion (8 minutes) Ask questions to dissect the meaning of the quote and its application in the lives of the students. 1.) What did JFK mean by this? Can you put it in your own words? a. Turn-and-Talk with partner next to you b. Call on a few students to share out what their partner said 2.) What kinds of actions do you think he was hoping to inspire the citizens of the United States to take? a. Ask someone to define ‘inspire’ 3.) What does this mean for us as citizens of Room 119? What kinds of action can JFK inspire us to take here in our classroom? a. Ask someone to define ‘action’

b. Call on a few students. c. If no one offers a suggestion that will guide students in the right direction, suggest “Offer to help a classmate if they are having trouble with their work” or “Pick up trash on the floor even if it’s not mine.” Describe worksheet/chart. You are going to spend some time now brainstorming. I want you to think about the actions that we can take in Room 119 in response to JFK’s call. You are each going to get a piece of paper with a chart on it. I’d like you to talk in your table groups for a few minutes about this, and write down as many ideas as you can. Each of you must be writing on your own piece of paper. Then, I’ll have you share your ideas with the rest of the class and we’ll put all of our ideas on one big chart paper. Do not worry about filling in the other side of the chart just yet. Dismiss students to their desks. Small-Group Brainstorm and Share for ‘Actions’ (7 minutes) Students will work in their table groups to generate an initial list of actions. I will then ask students to share their ideas with the rest of the class. As they do so, I will write their ideas down on chart paper under either ‘Actions’. Small-Group Brainstorm and Share for ‘Traits’ (10 minutes) The other column on your worksheet is ‘traits.’ We have been talking a lot about character traits over the past week and a half. I’d like you to think for a minute about the character traits of good citizens that we have talked about. What kind of people do you think JFK was hoping to inspire us to be with his famous words? Call on a few students. If they do not offer helpful ideas, suggest ‘generous,’ ‘helpful,’ ‘thoughtful,’ etc. Go back to working in your table group. Brainstorm a list of traits that you think JFK wants us to exemplify or uphold. Students work in table groups to generate an initial list of traits. I will then ask students to share their ideas with the rest of the class. As they do so, I will write their ideas down on chart paper under either ‘Traits.’ Close (2 minutes) Description of Personal Citizenship Pledge ASSESSMENT OF THE GOALS/OBJECTIVES

Formal assessment will occur through the individual student worksheets. I will collect the worksheets at the end of the lesson. Informal assessment will occur through teacher observation. I will pay attention to student responses during both the turn-and-talk and the small group work time. I will also pay attention to the responses students offer to my questions during our whole-group discussion. ANTICIPATING STUDENTS’ RESPONSES AND YOUR POSSIBLE RESPONSES As a whole, this group of students in my class is very interested in presidents. I anticipate, therefore, that a bunch of them will be familiar with JFK and this speech. Those students may be able to interpret, analyze, and apply the quote with relative ease. For the rest of the class, however, I anticipate that this will be a challenging task. JFK’s message is relatively abstract/complex for second graders to understand. Coming up with actions to take and traits to work toward becoming in response to JFK may be difficult for some of my students. It is for this reason that I have built in a turn-and-talk, a whole class discussion, and small group brainstorming work. ACCOMMODATIONS For students who find the material too challenging There is one student who needs a lot of individual support in everything that we do. The students at his table are very good about helping him along when they are asked, so they will be able to offer some support during the small group work time. I will also spend some time at his desk during this time. I will prompt him to think by re-stating the question, listening to his response, and pointing to the place on his paper where he should write it. If I anticipate that there are other students who are also struggling to understand the material, I will check in with them during the small group work time. Finally, for those students who are having trouble brainstorming ‘traits’ that they want to work to become more of, I will them that they have a list of character traits in their desks and let them use it to get ideas. For students who may need greater challenge and/or finish early For students who do not have trouble understanding the meaning of JFK’s quote and its relevance in Room 119, I will ask them to think about JFK’s quote on a larger scale. I will ask them what kinds of actions they think JFK was hoping to inspire in US citizens for the benefit of the country, and what kind of people he was hoping to inspire them to be (traits). It is a lot easier for a second grader to think in terms of what they know (our classroom), so this should be a challenge.

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