Teresa Flemming

FRIT 7739- Technology Enhanced Unit

Subject: Social Studies
Grade: 2
Title of Unit: Georgia Historic Figures
Georgia Performance Standard: SS2H1 The student will read about and describe the lives of
historical figures in Georgia history.
a.
Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi,
and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet);
Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and
human rights).
ISTE
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovation products
and process using technology.
a.)

Create original works as a means of personal of group expression

2. Communication and Collaboration

b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
3. Research and Information fluency
Students apply digital tools to gather, evaluate, and use information.
a.)

Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks.
Digital Information/ Fluency
Accuracy- I will be looking for accuracy in the students work through their online search. I will
make sure the information is valid.
Purpose- I will be looking to see if the presentations informed and educated other students, as
well as themselves.

Purpose- I will be looking to see if the students make accurate connections in their speeches with
the information we learned about Dr. King online.

Principles of Learning
Principle 1: Authenticity- I want the students to have a chance to link Martin Luther Kings
dream to their dreams. I want to make real-life connections for them.
Principle 2- Deeper Understanding- My students will understand how a historic figure such as
Jackie Robinson was able to change history for a culture of people today. Students will
understand Jackie Robinson was hero through the eyes of many.
5. Appropriate Use of Technology- I want students to have access to resources online to help
collaborate and share ideas among their peers.
Day 1-3: Jackie Robinson
Essential Questions: In what ways is Jackie Robinson a hero? How did Jackie Robinson change
baseball today?
Introduction: I will have students brainstorm characteristics of a hero. List these on the Smart
board. Prompt students to think of their own heroes and heroes in the community. Allow students
to form a working definition of hero.
Instructional procedure: I will show students a picture of Jackie Robinson on the Smart board.
I will allow students the opportunity to identify him. If students do not know I will tell the
students it is a picture of Jackie Robinson. Students will be placed into groups of 5 to research
information on the iPads and computers about Jackie Robinson. Students will look for images,
facts, essays, and statistics about Jackie Robinson online. As they collect data, they will write
down information. I will monitor group work.

Assessment: Student groups will present their information in the form of a Powerpoint
presentation, Prezi, essay with images, etc. Students will also use peer evaluations for feedback
on presentations. Ask each student to privately grade his or her peers' speeches with a rating of 3
(good work), 4 (very good job), or 5 (superb effort). Average the peer scores to come up with
each student's final grade. Students will answer the essential questions stated at the beginning of
the lesson. Groups will present on day 3.
Extension: Students will individually go to
http://www.readwritethink.org/files/resources/interactives/timeline_2/ and create a digital
timeline of Jackie Robinsons life.
Curation tool: Blendspace
Day 4-6: Martin Luther King, Jr.
Essential Question: How does Martin Luther King, Jr. dream have an effect on us and our
dreams today?
Introduction: I will begin the lesson by choosing certain students to give a skittle to (maybe
students wearing a certain color shirt or only boys). I will ask students to share how they feel
about what I just did. Connect back to Jackie Robinson, ask who else have we learned about was
treated differently because of his skin color. I give other students a skittle for be fair or equal.
Explain to students that they are going to learn about Martin Luther King Jr.'s dream of the future
and think about their own dreams.
Instructional Procedure: I will show students a video on Brain Pop Jr. about Martin Luther
King, Jr. https://jr.brainpop.com/socialstudies/biographies/martinlutherkingjr/. I will also play an
audio clip of Dr. Kings speech http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
to give students a sense of Kings delivery and the excitement of the speech. Discuss with
students King's dream for the country, and ask why people might consider the speech great. Ask
students to think about their own dreams for the future. Have students complete an I Have Dream
Too sheet! http://mysite.cherokee.k12.ga.us/personal/nichola_sawka/site/Lists/Subject
%202%20Calendar/Attachments/508/I%20Have%20a%20Dream%20Too%20worksheet.pdf

Assessment: Students present their speeches to their classmates. Students may dress like Dr.
King if they choose to. Ask each student to privately grade his or her peers' speeches with a
rating of 3 (good work), 4 (very good job), or 5 (superb effort). Average the peer scores to come
up with each student's final grade. Have students answer essential question. Students will present
on day 6.
Lesson Extension: Allow students to go to the website
http://www.googlelittrips.com/GoogleLit/Search_Google_Lit_Trips.html and search the route Dr.
King took from Selma to Montgomery. Along the route has little note from the author that was a
witness to the march.
Curation Tool: Blendspace
Resources and Resources
Scoop it
Listly
http://www.googlelittrips.com/GoogleLit/Search_Google_Lit_Trips.html
http://mysite.cherokee.k12.ga.us/personal/nichola_sawka/site/Lists/Subject
%202%20Calendar/Attachments/508/I%20Have%20a%20Dream%20Too%20worksheet.pdf
https://jr.brainpop.com/socialstudies/biographies/martinlutherkingjr/.
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Viola, H. J., & Bednarz, S. (2006). Our state, Georgia. Boston, MA: Houghton Mifflin.
https://www.studiesweekly.com/online/content/111053
https://jr.brainpop.com/socialstudies/biographies/jackierobinson