History-Social Studies Citizenship Project Lesson Plan

Grade Level: 1st Subject: ELA, ELD, & SSC Date: November 4, 2021

Materials Needed: Standards:

1. Vote for Our Future ● ELA & ELD

written by Margaret ○ CCSS.ELA-LITERACY.RI.1.7
McNamara Identify the reasons an author gives to
2. Sets of different color support points in a text.
cubes ○ ELD.P1.1.1
Exchanging information and ideas with
others through oral collaborative
conversations on a range of social and
academic topics.
● History-Social Science
○ CA. 1.1
Students describe the rights and individual
responsibilities of citizenship.

Objective(s):

● Students will know rules and decisions are made through voting. Students learn that our
democratic ideal has not always been realized and women could not always vote.

Assessment:

● The students will take turns answering questions on the Bamboozle board game to
assess understanding.

Language Supports:

● Read-aloud, cooperative learning, building on background knowledge, and labels

Accommodations:

● Students will pair with the teacher.

 ● One-on-one direct examples in a story format to help with understanding.

Formative Assessment:

● During partner talk, the teacher will observe each partnership and take note of any
students struggling students.

Opening:

● During carpet time, the teacher will remind students of how the whole class voted to
get a prize during Bingo at the Halloween party. The teacher will ask some students to
share another time they voted or what they know about voting to start activating
students’ background knowledge.

Introduction:

● The teacher will introduce the Vote for Our Future book and use prereading
comprehension strategies:
○ Predict - ask a student to share
○ Set a purpose - tell students to look for reasons why voting is important
● The teacher will stop to talk about big ideas as they’re presented, explain new technical
terms, and emphasize connections among the ideas.
○ Keep students engaged before, during, and after reading.

Body of Lesson:

● The teacher will explain to the students that they will return to their seats to have an
open discussion about voting with their partners and as a class. The teacher will ask
students to share with their partners what they learned about the book. After, a few
students will share with the whole class.
○ Repeat instruction and model with a student for students to get a better
understanding
○ Give examples first (we vote for people who make the rules for our country,
women didn’t always have the right to vote)
● The teacher will explain to the students they will have their own class election and
explain that elections can be about important issues as well. Explain the election is for
pretend and to respect the rights and opinions of their fellow classmates.
○ “Our classroom election will be for our next field trip. You can choose between
a field trip to the moon or a field trip to the North Pole.”
● The teacher will create another partner talk for students to share what they would vote
for but remind them to talk quietly, so others can’t hear. Explain to students this is
 where they can convince their partner to vote differently. After, explain they will not
share out loud but rather cast in their vote.
○ Red squares = field trip to the moon
○ Yellow squares = field trip to the North Pole
● Tally the votes and explain good sportsmanship and to respect others opinions. The
teacher will explain another election will take place but it is 1910 and women didn’t
have the right to vote. The teacher will collect votes from the boys only.
Closure:
● The teacher will ask students to answer the following questions out loud:
○ How did that make you feel? Was it fair? Why or why not
○ Do you think women during that time felt the same way?
○ How do you think women got the right to vote?
● The teacher will remind students that women didn’t always have the right to vote one
more time.