Casey Coley

Social Studies
Second Grade
Title: Rosa Parks
Essential Questions:

Who was Rosa Parks?

How did the actions of Rosa Parks serve as catalyst for social change?

Standards:
Students understand that societies are diverse and have changed over time. (H3)
Students understand political institutions and theories that have developed and changed over
time. (H5)
The examination of individual experiences, historical narratives, and events promotes an
understanding of individual and community responses to the violation of fundamental rights.
Learning Objectives

Assessments

SWBAT describe how the actions of Rosa Parks served

as catalysts for social change.

Discussion, worksheet

SWBAT explain in their own words how societal laws

and political institutions have developed and change
over time.

Discussion, worksheet reflection

SWBAT apply what they learned about Rosa Parks to

their own lives.

Discussion, worksheet

Materials:

Mini-books

Worksheet

Pre-lesson assignments and/or prior knowledge: Students have prior experience with street
safety and laws.
Instructional Plan
2:05-2:10: Students will return from specials. Ms. Coley will ask students, What are some laws
that you remember learning about in Social Studies? (activating prior knowledge). Students will

share responses. Ms. Coley will pass out the worksheet. Students will be asked to think about the
question, Is it ever good to break the law? and to record their thoughts at the top of the
worksheet. Ms. Coley will ask 3-4 students to share their responses. Note: exmphasize difference
between breaking a law for change and breaking a law for selfish reasons. Changing a law, not
breaking a law. Ms. Coley will then ask students to think about what they know about Rosa
Parks, and to whisper and share what they know with their groups.
2:10-2:25: Ms. Coley will pass out Rosa Parks mini-book. Ms. Coley will read mini-book while
students follow along. Depending on time, Ms. Coley will go over first page orally or follow I
do, we do, you do pattern using flipboard.
2:25-2:40: Ms. Coley will follow I do, we do, you do pattern on second side of worksheet.
Example of rules Then and Now that Ms. Coley will use: Then: African American children and
White children had to go to different schools. Now: All children can go to the same school. Ms.
Coley will encourage students to use the mini-book to find a Then and Now for the second
bus. The third question asks students to think about how they can make positive change in their
community. Students will think this through independently and then share responses with the
class.
Challenge: Once you identify what change you would like to make, list different ways that you
can begin this change today.

Closure: Ms. Coley will ask students to discuss why Rosa Parks is courageous, and have one
student share their response.

Modifications: Ms. Coley will record class responses on Flipboard so that slower writers can
follow along. Class groups are paired with multiple levels of students so higher level students
can assist lower level students. Ms. Coley will write out responses to both Then buses for
lower level students who have trouble writing.

Rosa Parks: Lesson Rationale

In accordance with specifications set forth by the National Council for Social Studies,
this second grade lesson on Rosa Parks is an example of an exceptional social studies lesson. In
this lesson, students are introduced to the history of Rosa Parks, including how she acted as a
social catalyst for change in America and how those ideals can be applied to students lives today.
For these reasons, this lesson not only discusses obligations of American Citizenship as they
apply to human rights but also equips students with the values, attitudes, and skills
necessary to positively contributing to this country by engaging students in the task of
positively changing their own community.
Further, this lesson helps foster the growth and development of each person in order
to realize the democratic ideals of freedom. Students are asked to compare segregation laws to
laws today. During this process, students must consider segregation and what equality, nondiscrimination, and respect for the rights of all beings. These ideas are directly applicable to
student lives because they have previously learned about social law as well as Ruby Bridges, and
know that segregation laws included segregation within schools.
During the last portion of the lesson, students are asked to consider why Rosa Parks was
courageous. This discussion urged students to critically think about human rights and the
fundamental responsibilities of all citizens. The lesson closed with students essentially
agreeing that Rosa Parks was not only courageous, but that we all have a responsibility to
uphold justice and fairness, and to prevent the abuses of individual rights.