Title of Unit: A Little History Now and Then Title of Lesson: Challenges of the 1970s Submitted By: Michael

Feher & Amy Branstetter

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn about the changes American society experienced during the 1970s that affect our viewpoint today. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Challenges of the 1970s. B. Target Population: Grade Level: 5th grade Skill Level: students of all learning levels Grouping: whole group for reading & discussion, partnered for reading & activity, and independent for assessment (ticket out). C. Materials: Reading Skill & Strategy (Unit Resources p. 179) see last page of lesson for sample Vocabulary & Study Guide (Unit Resources p. 180) see last page of lesson for sample Houghton Mifflin 5th Grade Social Studies Book: Challenges of the 1970s (p. 648-651) Artifacts (photographs and book sets): Richard Nixon, Dolores Huerta, Cesar Chaves, Womens, Farmers, and/or American Indian Rights advocate groups (previously placed on the artifacts table). Pencils D. Objectives: o NV State Social Studies Standards o H5.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present.

Student-Friendly Standards I can tell and write about the events of the 1970s and compare them with the thinking of our society today.

E. Procedure: 1. Write the vocabulary words (resign, migrant worker, accord) definitions on the board. 2. Review objective on the board and ask students to read aloud. 3. Refer to notes on TE 648- Get Set to Read. Pass out worksheets. Explain the directions for the Reading Skill & Strategy and the Vocabulary & Study Guide that well be completing as we are reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: A Little History Now and Then Title of Lesson: Challenges of the 1970s Submitted By: Michael Feher & Amy Branstetter

Ask students to share their experiences with challenging transitions, such as starting a new school. Explain that Americans experienced several challenges during the 1970s. Review the headings and the main ideas. What challenges did America have to deal with in the 1970s? Review vocabulary words again and students should write them down on the Vocabulary & Study Guide Vocabulary top section(Unit Resources p. 180)

4. As a class, read p. 648-649, stopping to ask questions as indicated in the margins of the TE. 5. Students should be recording notes on the Reading Skill & Strategy as we read. Students can finish them at the end with their partner. 6. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about The Nixon Years: (TE 649) What was Nixons biggest success as President? (TE 649) What happened in the Watergate scandal?

7. Review with students what resign means; explain the synonym for resign is quit. 8. Have students pair up with their neighbor partner and finish reading pages 650-651. 9. When their done reading, ask these questions: (TE 650) What amendment did NOW want to make to the constitution? (TE 650) In what ways did the Womens Movement succeed? (TE 651) What changes did American Indian groups work for? (TE 651) What did Cesar Chavez and Dolores Huerta fight for?

10. Migrant worker - Point out the related word migrate to students. Explain that some birds migrate, or travel, every year to find the best climate. People can also travel to find work opportunities. 11. They will then finish completing the Reading Skill & Strategy and Vocabulary & Study Guide together. 12. CLOSURE: Discuss & Model to students how to look ahead and look back to clarify information about changes taking place in the 1970s (could draw a timeline on the board as a review strategy). Review student worksheets answers and discuss aloud as a class.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Nevada State College

Title of Unit: A Little History Now and Then Title of Lesson: Challenges of the 1970s Submitted By: Michael Feher & Amy Branstetter

Lastly, explain to students they will need a ticket out the door today the final review questions is What are two goals of the Indian rights movement? Please write these on a small sheet of paper and have ready by the end of class.

F. Assessment: What will you use to measure student understanding? Check on students comprehension during open questions and review. Informally walk the room to check on partnered collaboration and note taker completion. Explain how you will know students understand the concepts from the lesson. The student note taker/worksheet and responses to open questions will serve as an informal assessment. The independent ticket out students will show upon leaving for the day will serve as a formal assessment. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The reading part of this lesson should be the easiest part to teach. 2. Which part will be most challenging for you to teach? The most challenging part will be covering the multiple movement groups and the events of 1970s in one lesson day. Multiple clarification and questions are bound to arise during this discussion. 3. How will you follow up or extend this lesson? I would love to do a follow up lesson in more detail about Cesar Chaves and Dolores Huerta. The students would create a collage (pictures or drawings) of Chaves, Huerta, Womens & Indian rights movements (e.g., marches, laws, protests). 4. What will you do for students who dont grasp the concepts? Have students do the Summary: Challenges of the 1970s (Chapter 18: Lesson 1, Resources for Reaching All Learners, p.) would be a great supportive exercise. 5. Which part of the lesson, if any, do you think might need to change? I would expand this lesson and talk about the ways that diverse groups of the 70s got people to listen to them.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: A Little History Now and Then Title of Lesson: Challenges of the 1970s Submitted By: Michael Feher & Amy Branstetter

6. When you were writing this lesson plan, what was the most difficult part? Fitting all the pieces together and connecting it to my partners lesson is the most difficult, because I havent seen it yet. One wonders if the flow will be consistent.

Reading Skill and Strategy

Vocabulary and Study Guide

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: A Little History Now and Then Title of Lesson: Challenges of the 1970s Submitted By: Michael Feher & Amy Branstetter

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5