NCSS Themes – Joey Carlson

Culture

Reflection of Personal Experience, Strengths & Weaknesses:

The NCSS theme “Culture” often serves as a foundation for much of the social studies

curriculum throughout the different grade levels. Both disciplines of Geography and History

benefit greatly from a thorough understanding of Culture. Having a deeper insight into the

functions of language, tradition, and the institutions of different communities can give students

the tools necessary to help them develop a nuanced global perspective.

My trip in Europe in 2018, provided a lot of culture that was presented in the three countries I

briefly visited. I was able to visit London and Paris where I able to notice the culture in these two

popular European cities, but because of the nature of my trip being focused on seeing sites and

areas quickly, I was not able to grasp a lot of the culture of these two cities. However, the last

country being Switzerland, felt it was made to see the nature and culture of Zurich and the

country. With a slower approach on seeing areas, I was able to grasp the culture and liked the

country a lot for it. The difference from seeing other cultures compared to what I have been used

to my whole life, was a nice change. I liked looking at a different culture, and how norms are

handled in other countries.

Opportunity to Teach:

The theme of culture is extraordinarily prevalent throughout the 5-12 Minnesota state curriculum

with particular emphasis shown in the 9-12 high school level. Courses like Government and
Civics, as well as geography courses all cover important concepts and topics related to teaching

culture. Geography can really dive deep into the theme of Culture, as geography as a subject

goes into the history of people and their culture.

Link to other NCSS Themes:

This theme has a range of other themes it can link with like “Time, Continuity, & Change” and

“Global Connections” by diving deeper at how people, goods, and ideas have been interacted

with and spread with one another across society and over time. Also can be intersected with

“People & Environment” on how culture as impacted individuals and its importance.

Reflection on Sample 1:

I selected a lesson plan from the Stanford Reading like a Historian website. The topic of this

lesson plan is the Puritans and the early colonization of North America

https://sheg.stanford.edu/history-lessons/puritans The assessed skills for this assignment include

contextualization, close reading, sourcing, and corroboration. While this lesson is primarily

concerned with an analysis of early settler culture, it intersects with other themes such as

“Individuals, Groups, & Institutions.” The students are assigned primary source documents to

analyze that provide a cursory look at the daily lives of Puritans including their unique religious

perspectives, the role and influence of the church in their communities, as well as an analysis of

their overall values and beliefs. Students then answer guided questions related to the documents

provided and are then asked to complete a brief written reflection using evidence from the

documents. This allows students to think critically about the information provided in the reading
and lets them corroborate sources in order to reach a conclusion. This will allow them to improve

their writing skills, reading comprehension, as well as their ability to accurately source material.

Academic Language- Function and Demand

Students will be tasked to write 5-6 sentences by using evidence that is labeled “Were the

Puritans selfish or selfless?” prompt.

Function: Write (use evidence)

Demand: 5-6 sentence response with examples from the prompt

Reflection on Sample 2

I selected a lesson plan titled “Messages of Houses and Their Contents, 1780- 1820” from the

Teaching History website. This lesson plan is meant to teach students how to understand the

social and cultural changes of America between 1780-1820 by analyzing the characteristics of

houses built during that period as well as the material possessions found within them. This lesson

meets standards for U.S history courses and works best at the Middle School level around 5th to

6th grade but can likely be adapted for older classes. https://teachinghistory.org/teaching-

materials/lesson-plan-reviews/20572 This lesson plan assesses students based on their ability to

analyze and interpret evidence and make conclusions based on that evidence. This lesson plan

would also work well when including visual learners. The lesson plan also provides pictures of

different houses from the period and asks students to compare and contrast between them. I think

this activity would work best in a small group setting, with students being able to discuss

amongst themselves and come to their own conclusions. The assessment from this lesson is
derived from homework, where the student is asked to write a short essay analyzing changes in

personal items during the period and how they reflect cultural changes during the given period.

Academic Language- Function and Demand

Students should write a short essay (2-3 paragraphs) answering the following prompt: “Why do

you think there would not be garden plants for the period 1680- 1720? What specifically about

the plans indicate attention to beautification of the landscape? If you were a passerby, what

would you notice about the house and grounds that would lead you to believe that E. H. Williams

was a prosperous farmer?”

Function: Write

Demand: A short essay

Time Continuity and Change

Reflection of Personal Experience, Strengths & Weaknesses:

In the Summer of 2020 I went to Fort Sumter for the significance it had in the Civil War. Over

time the fort has seen significant change in its appearance, as it ages over the years. Another

change can be from what the fort underwent during the attack from the Confederates. A

historical site will undergo many changes over the years, and I find this theme quite interesting

to look at in how things change. Although the fort may not have a lot of change in the next

decade, the city may be slightly different.

Opportunity to Teach: A review of the state’s standard has “Time Continuity and Change” the

curriculum being used in majority of the history focused subjects as well parts of government

and geography. Focusing on the change and time of eras in topics.

Link to other NCSS Themes:

The NCSS theme “Time Continuity and Change” can be associated to an array of other themes

like “People, Places, Environment: from the time that changes over the areas and the impact it

has in that area. The theme can also be related to “Science, Technology, and Society” and the

technological boom that has happened in the early 21st century, and what change has been made

to society to fit the mold of the new technology.

Reflection on Sample 1:

https://sheg.stanford.edu/history-lessons/background-woman-suffrage

This lesson from the Stanford History Education Group fits into “Time Continuity and Change”

from the change that was made over time from women suffrage.

The lesson starts with three primary documents from the women suffrage in different areas

regarding the matter. With one of the sources being from a man and the two others from women.

Students are tasked to read the three documents and analyze each of them but doing so in three

sections. Where they are first to source the document and understand the significance of when it

was made, and why the author of the article invoice their thoughts. Then the students read each

of the three articles at different times during the period that way they are not cluttering their

mind with everything they had just read. With discussion with the students and teacher being on

what the articles are either for or against women suffrage.

This lesson plan would fit well in a 7th grade U.S. class or if in more depth it could fit in a high

school U.S. social studies class. The students would improve their sourcing, contextualization,

documentation, and corroborating. With a connection from other NCSS themes being “People,

Places, Environment” and “Civic Ideals and Practices.”

Academic Language-Function and Demand

As they interpret the three documents, students will write their reasoning in a graphic organizer

and answer questions on the synthesis of all three documents.

Function: Deliberate in group/ Write

Demand: Graphic Organizer

Reflection on Sample 2:

https://teachinghistory.org/teaching-materials/lesson-plan-reviews/23942

The lesson is on the Progressive Era and the website gives an assortment of different activities

that can be used in the unit. With some activities consisting of primary sources and photographs

with other activities going what the Progressive Era was, and the impact it had to the United

States. An activity labeled “What is Capitalism?” Goes over the definition of capitalism, as well

as having students brainstorm about what private individuals/companies own, as well as with the

same question what the government owns. These brainstormed ideas give students an idea on the

world around them, and then use capitalism to how businesses make money. Competition and

Monopoly are mentioned as key words and can incorporate how capitalism impacted the United

States in the Progressive Era.

Although the lesson plan is designed for fourth graders, having the plan tweaked to 7th graders in

a US history course would be doable. This plan makes students use their thinking skills and what

they know about capitalism to come with a conclusion of how it was used.

Academic Language-Function and Demand

Students are asked to fill out a worksheet on the different terms learned and incorporate these

terms on how they were impactful towards the Progressive Era.

Function: Writing and critical thinking

Demand: Written worksheet

People, Places, Environment

Reflection of Personal Experience, Strengths & Weaknesses:

This theme has a lot that can be discussed about whether it is the places with extravagant

sightseeing or how people and the environment have been a high focus in modern history. People

and the environment is an interesting subject to look deeper into, as there is a lot of history with

diverse and different views from people. Boy Scouts made me accustomed to the outdoors and

the environment, making me appreciate a lot of what the outdoors can offer. Being accustomed

to the places and environments we have today is important to know what shapes the people

around us.

Opportunity to Teach:

The focus area for this theme is for Geography, where students would study maps and construct

them as well as solve geospatial problems. As well as having the environment and humans’

relationship being analyzed. This theme applies for grades K-12.

Link to other NCSS Themes:

Reflection on Sample 1:

https://edsitement.neh.gov/lesson-plans/mapping-past

This lesson plan is designed for middle schools in 8th grade classroom in geography. The reason

for that is it focuses heavily on maps and usages of maps and their knowledge of geographical

areas. I was interested in this lesson plan from how it presented itself on giving historical

perspectives on different maps with three European maps being looked at. The visuals presented

give a great idea to students as well as helping visual learners greatly. Having a worksheet as the

main idea for the lesson plan and having students collaborate. Students will be using their

geospatial skills on maps, as well as corroborating with the other students.

Academic Language- Function and Demand

The activity with the lesson attached would be of modern maps that they find and interpret their

world view to the expansion of the whole world’s view. Being provided analysis worksheet to

help organize their ideas.

Function: Examination of maps/ writing

Demand: Written analysis worksheet

Reflection on Sample 2

https://3rdworldfarmer.org/
This activity, in the form of a game, can be used for students to learn through the game of how

3rd world country farmers do daily, and the hardships that comes with it. Students can brainstorm

what they think the farmers’ hardships are, as well as discuss what disasters might come in these

countries. Students will learn on the country selected whether wars, diseases, droughts, bad

markets, corruption, lack of necessities will be at hand. Having students explore through this

game creates a fun activity of doing the game, but also learning more about farming, and the

hardships that comes with it depending on your country.

Geography is perfect for this activity, as it goes over physical geography, but also economic and

cultural geography. It makes students aware of the world around them, and the hardships it

comes from being a farmer in different countries. 11th graders in Geography have an idea of what

the outside world does, which this activity enhances their knowledge.

Academic Language- Function and Demand

A discussion with the class will be held in the different countries they were assigned, and what

they found out while playing the game. Shared learning gives a better idea of the different styles

and hardships these 3rd world farmers went through.

Function: Discussion and collaboration

Demand: Discussing with the classroom

Individuals, Groups, & Institutions

Reflection of Personal Experience, Strengths & Weaknesses:

This NCSS theme is quite prevalent in United States History, with groups of people coming

together to change a problem. My personal experience comes within museums, and how the

theme has been greatly understood through them. In 2020, I went to a prohibition museum in

Savannah, Georgia. This museum was relatively small but provided a lot of information about

the reforms and the whole debacle of Wet Vs. Dry. Where groups of people came together to

prohibit alcohol, and how it eventually became a reality. In due course, these groups saw the

problem of alcohol and how it affected society, and if alcohol was removed society would

prosper. Wet Vs. Dry also had individuals stand up against others for their contributions, which

makes my experience in the museum relevant to this theme.

Reflection on Sample 1:
https://sheg.stanford.edu/history-lessons/naacp-letters

This lesson From the Stanford History Education Group fits into the Individuals, Groups, and

Institutions theme because the “NAACP Letters” lesson demonstrates how organizations/

Institutions can create change.

In this lesson, students compare three primary documents from the NAACP regarding Black

Power, the treatment of the Little Rock Nine and notes from the secretary of the NAACP. In

groups, students must deliberate and decide in what order these were created, given clues within

the texts themselves. This lesson is structured into three “rounds”. In round one they read the

documents and fill out a chart answering questions about when it was made, which decade, and

why they think this. They next had to discuss and vote on the order of the documents. After the

correct order is revealed, the teacher will discuss each document with the whole class.

This would fit nicely into a 7th grade history class on U.S. Studies or a 9th grade Citizenship and

Government class.
This will help improve their ability to analyze primary source documents as well as sourcing

historical materials. This lesson aids in students' skill of contextualization of the NAACP’s role

in the African American Civil Rights Movement.

This lesson could also connect to other NCSS themes such as “Individual Development, and

Identity,” “Culture” and “Civic Ideals, and Practices.”

Academic Language-Function and Demand

As they deliberate the order of the documents, students will write their reasoning in a graphic

organizer to answer the central question of “How do historical letters fit into the history of the

African American Civil Rights Movement in the 20th century?”

Function: Deliberate in group/ Write

Demand: Graphic Organizer

Reflection on Sample 2:

https://www.icivics.org/videos/breaking-barriers-constance-baker-motley?back-ref-

search=naacp&back-ref-filter=grades%3A41571

This lesson from ICivics showcases how individuals, like Constance Baker Motley can make in

impact on our society and lead to social change.

Students will watch a short video on Judge Constance Baker Motley. They will then have a

handout with more background information. After going over this material the class will discuss

the challenges that Baker Motley faced in her career and the importance of role models. During

this activity, students identify forms of civic action used to create change.
Students are then given a timeline of the NAACP and Constance Baker Motley. Using this

timeline and the information they learned about Baker Motley they will answer questions

concerning her career in relation to other historical events in the Civil Rights Movement.

This lesson could connect to other NCSS themes like “People, Places, and Environment,” “Time,

Continuity, and Change” as well as “Power, Authority, and Governance.”

Academic Language-Function and Demand

While watching the ICivics video, students are tasked to analyze the purpose and understanding

of the video as well as answering five questions based upon the video’s topic.

Function (Use evidence): Analyze and write

Demand: A few sentences for each of the five questions

Power, Authority, Governance

Reflection of Personal Experience, Strengths & Weaknesses:

This theme allows learners to become familiar with the daily functions of government, the limits

to its power and authority, as well as the relationships between different types of government

across the world. This theme is easily applicable to everyone since everyone to some extent has

influence on their respective communities and local governments. In studying the functions of

government in a classroom, I find it is quite easy to relate my experiences with this theme. As I

have learned over the years, I have been keeping up to date with national news and political

issues. One of my teachers had a quick one-minute CNN video he showed of class everyday for

World History, which would give a quick rundown of news for the day. It made for engaging and

relatable material to discuss about, as it was things happening around the world.
Opportunity to Teach:

The NCSS theme is applicable to many standards in the citizenship and government strand being

part of grades 6-12 with a high school civics class being more of the focus, as the class can touch

up on the broader topics in more breadth and depth. With the United States government being a

heavy focus in its standards.

Link to other NCSS Themes:

This theme relates easily to “Civic Ideals” as it is related to the government in how things

function as a society, and what a citizen should do. Another theme is “Global Connections”

Reflection on Sample 1:

https://edsitement.neh.gov/lesson-plans/time-time-presidents-and-communicating-public

The topic on Presidents communicating with the public . It assesses skills of historical

information, corroboration, and context.

This lesson plan is for 9th grade Civics and other government standards. I am quite intrigued with

how the lesson plan is formed with the activities. With three activities to choose from, whether

incorporating all or one, as well as in depth information on the topic. I would probably include a

video about the annual address that provides analysis on how presidents have used their speech

to communicate to the public. https://www.youtube.com/watch?v=rb4WLZlV0eM This video

provides further information on the topic and gives a good There is a lot of skills students would

use with this topic, and I find media an important topic to either go in depth about or briefly
mention, as it makes for historical figures to make decision on the public’s behalf or for good

media attention.

With correlation to the time of the era for these Presidents a good theme is “Time Continuity and

Change” as well as “Science and Technology” from the different technology and ways

Presidents can give their speeches to the media.

Academic Language- Function and Demand

While having activity three that goes over the media and the array of speeches from the 1920s-

1960s of Presidents with analyzing the delivery as well as the site that is being used for the

speech to be held at. Students are tasked to answer two questions regarding the President’s site

location and how it was broadcasted.

Function: Written response

Demand: Writing analysis answers

Reflection on Sample 2:

I selected a lesson plan from Edsitement entitled “The President’s roles and responsibilities.

https://edsitement.neh.gov/lesson-plans/presidents-roles-and-responsibilities-understanding-

presidents-job It details the powers and responsibilities of the office including the various roles

the President plays in the function of the American political system. It asks students to review

the basics of the three branches of government. This lesson would work well with visual learners

since the lesson is supplemented with a video that breaks down the roles of the U.S President.
https://youtu.be/gDoI-fYOxB0 This lesson also intersects with other NCSS themes such as

“Civic Ideals and Practices” along with “Power, Authority and Governance.”

Academic Language-Function & Demand: Students must examine and create a list of specific

examples of Presidential roles and match each role with a real-world historical example.

Function: Examination of Presidential roles

Demand: List of examples

Production Distribution Consumption

Reflection of Personal Experience, Strengths & Weaknesses:

My personal experience with this NCSS theme is from visiting the Mill City Museum and being

a consumer of goods. The Mill City Museum is a museum in Minnesota that goes over the

history of the production of flour milling, and how the production process happened as well as

the distribution of these goods. This museum gives a big insight in what goes in a company, and

how much is involved with the production as well as distributing the goods produced.

Consumption is an interesting part to discuss, as everyone is a consumer one way or another. My

biggest area in consumption is from food, but also consuming my time in video games, which

could be an interesting subtopic to discuss of the largest consumption of time on a day-to-day

basis for most Americans. I personally find this theme interesting to learn as there is a wide

variety to focus on, as well as knowing the production process has been interesting to me.

Opportunity to Teach:
This theme is heavily integrated into the study and discipline of economics, but many of the

concepts can be found throughout the K-12 curriculum with particular emphasis at the 7th and

9th grade levels.

Link to other NCSS Themes:

This theme easily converges with other NCSS themes in a variety of different ways. For

instance, in formulating a lesson plan focused on the Industrial Revolution, “Production,

distribution, and consumption” converges with the theme of “Time, Continuity, and Change” as

well as “Science, Technology, and Society” since methods of production rapidly changed as

technological innovation was spurred over time, which developed into a rapid transformation of

society.

Reflection on Sample 1:

I found a great lesson plan provided by the Federal Reserve Bank of St. Louis that contains a

curriculum for teaching about the Great Depression for high schoolers.

https://www.stlouisfed.org/education/great-depression-curriculum-unit It allows students to learn

how to measure economic and industry performance and become familiar with different metrics

like GDP and unemployment rate that are used to determine economic health. This gives

students an opportunity to develop critical thinking skills and master core concepts associated

with the discipline of economics.

Academic Language- Function and Demand

Students must examine topical political cartoons provided in a handout and answer the assigned

questions

Function: Examining the political cartoons

Demand: Answering questions from the handout

Reflection on Sample 2

The next sample I chose comes from the Stanford History Education Group dealing with the

working conditions of early industrial factories in the beginning of the nineteenth century.

https://sheg.stanford.edu/history-lessons/factory-life

It gives students an opportunity to improve their historical thinking skills, including their ability

to read, source and corroborate information. This is a great lesson plan because it can easily be

adapted for multiple grade levels and can be easily supplemented with outside material. It would

also be great for kinesthetic learners since small group discussion and other activities can be used

throughout. As mentioned on the link to other NCSS themes, I found that this lesson also fits

with other NCSS themes such as “Time, Continuity, and Change” “Production, distribution, and

Consumption” and “Science, Technology and Society.” When approaching a topic like the

industrial revolution, it can also be a great opportunity to work on skills related to math and

science disciplines

Academic Language- Function and Demand

Use evidence to organize and develop an essay answering the following question: “Based upon

these documents, do you think that English textile factories were bad for the health of working-

class families?”

Function: Use evidence to organize

Demand: An essay

Science, Technology, Society

Reflection of Personal Experience, Strengths & Weaknesses:

For this personal experience I will be going over my whole life for this one, as it relates to the

science and technology that has been changing around me each year. With how the internet and

phones have become more advanced over the years to better televisions and computers. The 21st

century has already had a lot of science and technology and will continue to rampantly improve.

The craziest technology to me in this century is AI. What AI can do at the moment is not a whole

lot, but in upcoming decades will for sure change which could be good or bad depending how it

is used.

Opportunity to Teach:

This theme is found throughout the k-12 curriculum in multiple different disciplines of social

studies including history and economics. This theme can be implemented with state standards at

the middle school and early high school level between 6th and 8th grade, as well as at the 9th

grade level.
Link to other NCSS Themes:

This theme works well when synthesizing other NCSS themes into curriculum. For instance,

when teaching students about the expansion of slavery in early colonial America, one might

study Eli Whitney’s invention of the cotton gin and its impact on the institution of slavery. In this

way, the lesson can demonstrate a synthesis of the NCSS themes of “Science. Technology, and

Society” and “Individuals, Groups, and Institutions.”

Reflection on Sample 1:

https://www.loc.gov/classroom-materials/how-transportation-transformed-america-going-to-

market/

I find this lesson can be used in a 7th grade US history class as it goes about how transportation in

the United States has change over time. It also explains how ideas are spread from one area to

another, and the importance it has upon markets. This lesson is quite open with a few

backgrounds information that might be required. Students will be able to research and look upon

different transportation technologies and how it impacted markets and the world.

Students will be planning their project on the evolution of transportation, and having a checklist

for them to follow will improve their planning. A peer review will take place, that way students

can look at how other students are doing, as well as look at what they might want to get ideas for

when planning their project.

Academic Language- Function and Demand

Students will be evaluated using their checklist on their activities done before the project. The

projects done by the students will be evaluated by the checklist that is generated by other

students and the teacher.

Function: Research and investigation of the changes in transportation technology

Demand: Evaluation on other students’ work by using a checklist

Reflection on Sample 2

https://www.pbs.org/kenburns/the-west/

Ken Burns documentaries provide a great resource in providing a nice visual of a topic as well as

historians and people apart of that time sharing their stories of what it was like during that time.

The interviewers about the Manifest Destiny and Westward expansion will be historians as it was

too long ago for anyone alive to relay their real stories. This certain documentary could be

utilized by using a segment of the documentary for around 10 minutes long, which then can

make the students write five interesting things they learned from it.

Academic Language- Function and Demand

Students will fill out a sheet of questions as well as five things they found interesting from the

video.

Function: Think and write answers during the video

Demand: Fill out the sheet of questions

 Global Connections

Reflection of Personal Experience, Strengths & Weaknesses:

Global Connections is a great theme to dissect, and for my personal experience I can say my visit

in Japan in 2017 is a great example. I got to see a lot of what Japan had to offer, whether it was

in Tokyo or the culture in Kyoto and Hiroshima. There is a lot to see in Japan and I saw the

parallel of Global Connections from other goods being internationally, like McDonald’s and

KFC being popular. It was also interesting to understand the culture and norms that are in Japan.

What’s important for global connections is what Japan has for the United States and how

important it is over in the United States with this positive connection, as well as the technology

and food companies being globalized in other countries.

Opportunity to Teach:

According to the National Council for Social Studies, this theme makes appearances in a variety

of courses including geography, history, political science/government, and economics. Many of

these courses are found all throughout the K-12 curriculum but this theme is most prevalent at

the 9th grade/ early high school level.

Link to other NCSS Themes:

Much like the rest of the NCSS themes, this theme intersects in a variety of ways with other

themes. For example, when analyzing the economics of international trade and the effects of

globalization on global markets, we see a synthesis of “Production, Distribution, and

Consumption” and “Global Connections.”

Reflection on Sample 1:

http://treatiesmatter.org/exhibit/

This site discusses the treaties between the United States and Native Americans. It goes in-depth

on treaty-making in America. It gives an in-depth timeline of relationships between different

tribes and the government. It shows the faults of the US government by breaking treaties. It helps

define concepts of nationalism and sovereign political states and explains how sovereignty is

impacted by international agreements.

This lesson is great in a United States history class that could be either be for 7th grade or 10th

grade. It teaches students the different views of what each the United States was doing and the

effect it had towards the Native Americans.

I find global connections including other countries, but this lesson plan shows are great example

on how one side benefits greatly by exploitation.

Academic Language- Function and Demand

Students will be tasked to discuss what the United States did that is considered fair, and what is

considered unfair towards the Native Americans.

Function: Discussion

Demand: Discussing as a classroom.

Reflection on Sample 2
A sample I acquired from the National Parks Service details the effects of early Spanish colonial

settlement in Florida and the broader effects of the Colombian Exchange on the American

continent. https://www.nps.gov/teachers/classrooms/the-columbian-exchange.htm

The students would then attempt to build their understanding of historical concepts by reading

primary source documents. This allows students to improve their critical thinking skills, as well

as their ability to source and corroborate historical information. This lesson would work great for

visual and kinesthetic learners since this lesson plan can be easily supplemented with outside

videos, and the activities outlined in the lesson would allow to students to use real-world objects

to represent the concept of the Colombian exchange.

Academic Language- Function and Demand

Students are required to submit a DBQ style essay using historical evidence to craft a an essay

examining the various effects or results of Spanish rule in Florida during the colonial period.

Function: Use evidence to examine/write

Demand: DBQ style essay

Civic Ideals

Reflection of Personal Experience, Strengths & Weaknesses:

A personal experience for civic ideals to me is an easy one. I was a Boy Scout where doing

community service is a norm, as well as giving back to the community. A great community

service that us Scouts would do would be Litter-Bit Pickup. Which would have the Scouts go
around an area that has a lot of plastics and trash and pick it up. Doing these community services

became easy and nice to do, as it would be helping either others or the community. Although

picking up trash is a great positive the more responsibility comes from having that area stay

clean. Having people aware and in that area, help do the right thing, and not leave things on the

ground leaves an even bigger impact and the better whole for the community.

Opportunity to Teach:

State standards clearly mark citizenship and government as one of the primary supporting

benchmarks for social studies education. This theme can be found in several different disciplines

but has particular focus in government and civics courses at the 9th grade level. This theme can

also be found in many middle school classes between 6th and 8th grade.

Link to other NCSS Themes:

This theme can be easily implemented within any history or government/civics course and

intersects with a multitude of other NCSS themes. For example, when teaching about how

political systems operate, it can become clear to see how the civic ideals of a group or country

can impact the implementation of government policy. For instance, when studying the universal

declaration of human rights upheld by the UN, we find a picturesque example of how the civic

ideals of a people can determine policy, providing a synthesis of “Civic ideals” and “Power,

Authority, and Governance.”

Reflection on Sample 1:

https://c3teachers.org/inquiries/civicideals-and-practices/
The site has a main key question “Do we have to have rules?” From there it has a breakdown of

three supporting questions with formative tasks and sources. It is designated towards 2nd

graders, but I believe if phrased correctly, this lesson could be used for higher grade levels. One

of the things it says to do is to brainstorm and define what a rule is and go from there. This could

be used in a 12th grade government class with the same being said for laws. As these students are

older, they will look at how rules and laws are important and create an argument and a page

supporting their argument on whether laws and rules are important. Students will realize the

importance of rules and laws, and without them the country would be unstable.

Students will be using critical thinking skills, as well as their knowledge of the government and

society to construct an argument and write a paper on it.

Academic Language- Function and Demand

Students will be tasked to write an argumentative paper on why laws and rules are important.

Function: Write

Demand: 1-2 pages of writing about their argumentative paper

Reflection on Sample 2

The lesson plan I selected for this NCSS theme is from Annenberg Classroom focusing on the

importance of the right of assembly as found in the first amendment.

https://cdn.annenbergclassroom.org/wp-content/uploads/Freedom-of-Assembly-Lesson.pdf
This lesson allows students to use primary sources and supreme court cases in order to determine

the role of freedom of assembly and its role in protest movements throughout American history.

This lesson plan would work great for visual learners since it includes a video clip, and guided

questions worksheets allow students to demonstrate necessary critical thinking skills. It is

designed for 9th through 12th grade learners and meets the necessary curriculum standards. It

also synthesizes with other NCSS themes like “Time, Continuity, and Change” as well as

“Individuals Groups and Institutions” and “Power, Authority, and Governance”

Academic Language- Function and Demand

Students would be assigned a social movement from anytime in U.S history and would be asked

to create a presentation or report focusing on how the right of assembly impacted their

movement overall using evidence of concepts discussed in class.

Function: Use evidence given

Demand: Presentation/Report