Running Head: INTEGRATED UNIT PLAN 1
Integrated Unit Plan
Annette Aniyah Rowe
School of Education, Liberty University
INTEGRATED UNIT PLAN 2
INTEGRATED NIT LAN EMPLATE U P T
Candidate: Annette Aniyah Rowe
Date the Assignment is Due: 02/28/2021
Directions: Fill in the template by typing beside the bolded information. Your response must be in regular,
“unbolded” text. Also, be sure to consult the Integrated Unit Plan Instructions document before you begin
filling in this template.
I. INITIAL UNIT INFORMATION
Subject: The main subject of the unit is: Social Studies
Grade/Topic: The unit is written for Kindergarten grade. The topic is: Important American Figures
State and National Standards Addressed by the Unit:
State Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including
George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
National Standards: NSS-USH.K-4.2 THE HISTORY OF STUDENTS’ OWN STATE OR REGION
Understands the people, events, problems, and ideas that were significant in creating the history of their
state
Character Education Goals: The character education goals are:
1. Respect: Students will understand what it means to be respectful and understanding of others differences.
2. Fairness: Students will understand and display what it means to treat everyone fairly.
3. Caring: Students will understand and demonstrate how to be kind to others.
Instructional Goals: The instructional goals are:
1. Students will know five important figures in American democracy.
2. Students will understand each important figures’ importance in American democracy.
3. Students will understand an important figures’ contributions to American democracy.
Instructional Objectives: The instructional objectives are:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed American
democracy.
INTEGRATED UNIT PLAN 3
Overview of the Learning Activities: The learning activities include:
1. Learning Centers – visiting centers based on the five important figures that will be discussed; centers will
include books, pictures, activities, audiobooks
2. Posters – creating a poster on their choice of important American figure
3. Powerpoints – engaging in powerpoints that discuss the important American figure of the day while
discussing their contributions to American history
Learning Style Allowances: Learning style allowances include:
1. Student who are auditory learners will have the opportunity to listen to different books online about the
various figures in American democracy.
2. Student who are visual learners will have ample of resources that are visuals such as powerpoints and
picture books.
3. Students who are read-write learners will have the opportunity to write notes down when learning about
the different figures in American democracy.
Comprehensive List of Necessary Resources and Materials Needed for Implementation of the Unit:
1. Books on American Figures
2. Audiobooks
3. Pencils
4. Crayons
5. Ipads
6. Primary Journals
7. Paper
8. Posters
9. Scissors
10. Markers
Description of How this Unit Provides Integration/Cross-Curricular Connections:
1. In library, students are listening to read-alouds about important American figures (George Washington,
Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.)
2. In art, students are creating a craft on an important American figure (George Washington, Abraham Lincoln,
Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.)
3. In writing, students are writing about an important American figure in their journal each day (George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.)
Overview of Formative and Summative Assessments:
1. Journal entries each day about discussed American figure (formative)
2. Final project on a chosen American figure that was discussed (summative)
3. Unit assessment on the roles that the discussed American figures played in history – How and Why are
they important (Summative)
Page 3 of 12
INTEGRATED UNIT PLAN 4
II. LESSON PLANS
Lesson Plan 1
I. Subject and Grade Level: Social Studies - Kindergarten
II. Topic: Important Figures – George Washington
III. Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
IV. Measurable Objectives:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed
American democracy.
V. Materials: Preschool Journal, Graphic Organizer K-W-L, Pencils, Crayons
VI. Character Education Principle: Respect
VII. Set: George Washington for Kids https://www.youtube.com/watch?v=2X9f2waOKU8
Teacher: Good Morning, has anyone ever heard of George Washington. *If a student raises his/her hand
allow them to explain what they know* End the discussion and play the activator to begin student’s prior
knowledge.
VIII. Instructions: Begin the lesson with an activator to activate student’s prior knowledge of George
Washington using Youtube video
IX. Guided Practice: After the video, create an K-W-L chart; have students contribute to the anchor about
what they know and what they want to know about George Washington. Read GetEpic book :
https://www.getepic.com/app/read/12264
Return to the anchor chart and have students talk with elbow partner about something new they learned
about George Washington
Teacher: Ask students what do they know about George Washington, as students are stating what they
know write it in the section of “Know” in the K-W-L chart
Then have students turn and talk with a parter to discuss what they would like to know or learn about
George Washington; write this in the section of “what” in the K-W-L chart
Next, read the book on George Washington, pausing in the book to elaborate the text.
Finally, ask students what did they learn about George Washington; write this in the section of “learn” on
the K-W-L chart.
Explain to students that they will return to their seats and write in their journal about George Washington,
making sure that they state his importance and contribution to American history.
X. Independent Practice: Student will write in their journal about George Washington. Give students
guided questions such as what did he do important, what did he do for America, and a fun fact about him.
*Differentation: Some students will receive a sentence starter for more assistance.
XI. Closure: Have students share with a partner, while teacher walks around listening to conversations
about George Washington. Select a few students to share out to class.
XII. Evaluation: During independent practice, teacher will be observing students during work time.
While also checking for understanding during the closure. As an exit ticket, teacher will have students
write a sentence about the importance of George Washington.
Page 4 of 12
INTEGRATED UNIT PLAN 5
Lesson Plan 2
I. Subject and Grade Level: Social Studies - Kindergarten
II. Topic: Important Figures – Abraham Lincoln
III. Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
IV. Measurable Objectives:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed
American democracy.
V. Materials: Preschool Journal, Graphic Organizer K-W-L, Pencils, Crayons
VI. Character Education Principle: Fairness
VII. Set: Abraham Lincoln for Kids: https://www.youtube.com/watch?v=RiyrVM9EeAQ
Teacher: Good Morning, has anyone ever heard of Abraham Lincoln. *If a student raises his/her hand
allow them to explain what they know* End the discussion and play the activator to begin student’s prior
knowledge.
VIII. Instructions: Begin the lesson with an activator to activate student’s prior knowledge of Abraham
Lincoln using Youtube video
IX. Guided Practice: After the video, create an K-W-L chart; have students contribute to the anchor about
what they know and what they want to know about Abraham Lincoln. Read GetEpic book:
https://www.getepic.com/app/read/12260
Teacher: Ask students what do they know about Abraham Lincoln, as students are stating what they know
write it in the section of “Know” in the K-W-L chart
Then have students turn and talk with a parter to discuss what they would like to know or learn about
Abraham Lincoln ; write this in the section of “what” in the K-W-L chart
Next, read the book on Abraham Lincoln, pausing in the book to elaborate the text.
Finally, ask students what did they learn about Abraham Lincoln; write this in the section of “learn” on the
K-W-L chart.
Explain to students that they will return to their seats and write in their journal about Abraham Lincoln,
making sure that they state his importance and contribution to American history.
X. Independent Practice: Student will write in their journal about Abraham Lincoln. Give students
guided questions such as what did he do important, what did he do for America, and a fun fact about him.
*Differentation: Some students will receive a sentence starter for more assistance.
XI. Closure: Have students share with a partner, while teacher walks around listening to conversations
about Abraham Lincoln. Select a few students to share out to class.
XII. Evaluation: During independent practice, teacher will be observing students during work time.
While also checking for understanding during the closure. As an exit ticket, teacher will have students
write a sentence about the importance of Abraham Lincoln.
Page 5 of 12
INTEGRATED UNIT PLAN 6
Lesson Plan 3
I. Subject and Grade Level: Social Studies - Kindergarten
II. Topic: Important Figures – Susan B. Anthony
III. Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
IV. Measurable Objectives:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed
American democracy.
V. Materials: Preschool Journal, Graphic Organizer K-W-L, Pencils, Crayons
VI. Character Education Principle: Respect
VII. Set: Susan B Anthony: https://www.youtube.com/watch?v=v23V-cHPpz4
Teacher: Good Morning, has anyone ever heard of Susan B. Anthony. *If a student raises his/her hand
allow them to explain what they know* End the discussion and play the activator to begin student’s prior
knowledge.
VIII. Instructions: Begin the lesson with an activator to activate student’s prior knowledge of using
Susan B. Anthony Youtube video
IX. Guided Practice: After the video, create an K-W-L chart; have students contribute to the anchor about
what they know and what they want to know about Susan B. Anthony. Read GetEpic book:
https://www.getepic.com/app/read/36515
Teacher: Ask students what do they know about Susan B. Anthony, as students are stating what they know
write it in the section of “Know” in the K-W-L chart
Then have students turn and talk with a parter to discuss what they would like to know or learn about
Susan B. Anthony; write this in the section of “what” in the K-W-L chart
Next, read the book on Susan B. Anthony, pausing in the book to elaborate the text.
Finally, ask students what did they learn about Susan B. Anthony; write this in the section of “learn” on
the K-W-L chart.
Explain to students that they will return to their seats and write in their journal about Susan B. Anthony,
making sure that they state her importance and contribution to American history.
X. Independent Practice: Student will write in their journal about Susan B. Anthony. Give students
guided questions such as what did she do important, what did she do for America, and a fun fact about her.
*Differentation: Some students will receive a sentence starter for more assistance.
XI. Closure: Have students share with a partner, while teacher walks around listening to conversations
about Susan B. Anthony. Select a few students to share out to class.
XII. Evaluation: During independent practice, teacher will be observing students during work time.
While also checking for understanding during the closure. As an exit ticket, teacher will have students
write a sentence about the importance of Susan B. Anthony.
Page 6 of 12
INTEGRATED UNIT PLAN 7
Lesson Plan 4
I. Subject and Grade Level: Social Studies - Kindergarten
II. Topic: Important Figures – Rosa Parks
III. Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
IV. Measurable Objectives:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed
American democracy.
V. Materials: Preschool Journal, Graphic Organizer K-W-L, Pencils, Crayons
VI. Character Education Principle: Fainess
VII. Set: Rosa Parks for Kids: https://www.youtube.com/watch?v=7sqiZ7agt4Q
Teacher: Good Morning, has anyone ever heard of Rosa Parks. *If a student raises his/her hand allow them
to explain what they know* End the discussion and play the activator to begin student’s prior knowledge.
VIII. Instructions: Begin the lesson with an activator to activate student’s prior knowledge of Rosa Parks
using Youtube video
IX. Guided Practice: After the video, create an K-W-L chart; have students contribute to the anchor about
what they know and what they want to know about Rosa Parks. Read GetEpic book:
https://www.getepic.com/app/read/22512
Teacher: Ask students what do they know about Rosa Parks, as students are stating what they know write it
in the section of “Know” in the K-W-L chart
Then have students turn and talk with a parter to discuss what they would like to know or learn about Rosa
Parks; write this in the section of “what” in the K-W-L chart
Next, read the book on Rosa Parks, pausing in the book to elaborate the text.
Finally, ask students what did they learn about Rosa Parks; write this in the section of “learn” on the K-W-
L chart.
Explain to students that they will return to their seats and write in their journal about Rosa Parks, making
sure that they state her importance and contribution to American history.
X. Independent Practice: Student will write in their journal about Rosa Parks. Give students guided
questions such as what did he do important, what did he do for America, and a fun fact about her.
*Differentation: Some students will receive a sentence starter for more assistance.
XI. Closure: Have students share with a partner, while teacher walks around listening to conversations
about Rosa Parks. Select a few students to share out to class.
XII. Evaluation: During independent practice, teacher will be observing students during work time.
While also checking for understanding during the closure. As an exit ticket, teacher will have students
write a sentence about the importance of Rosa Parks.
Page 7 of 12
INTEGRATED UNIT PLAN 8
Lesson Plan 5
I. Subject and Grade Level: Social Studies - Kindergarten
II. Topic: Important Figures – Martin Luther King Jr.
III. Standards: Standard K-3: The student will demonstrate an understanding of values that American
democracy represents and upholds.
K-3.3 Describe the actions of important figures that reflect the values of American democracy, including George
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
IV. Measurable Objectives:
1. I can identify five important figures in American democracy.
2. I can explain each figures’ importance in American democracy.
3. I can summarize an important figures’ contributions to American democracy and how it changed
American democracy.
V. Materials: Preschool Journal, Graphic Organizer K-W-L, Pencils, Crayons
VI. Character Education Principle: Caring
VII. Set: Martin Luther King Jr for Kids: https://www.youtube.com/watch?v=qllIq284u20
Teacher: Good Morning, has anyone ever heard of Martin Luther King Jr. *If a student raises his/her hand
allow them to explain what they know* End the discussion and play the activator to begin student’s prior
knowledge.
VIII. Instructions: Begin the lesson with an activator to activate student’s prior knowledge of Martin
Luther King Jr. using Youtube video
IX. Guided Practice: After the video, create an K-W-L chart; have students contribute to the anchor about
what they know and what they want to know about Martin Luther King Jr. Read GetEpic book:
https://www.getepic.com/app/read/25207
Teacher: Ask students what do they know about Martin Luther King Jr., as students are stating what they
know write it in the section of “Know” in the K-W-L chart
Then have students turn and talk with a parter to discuss what they would like to know or learn about
Martin Luther King Jr.; write this in the section of “what” in the K-W-L chart
Next, read the book on Martin Luther King Jr., pausing in the book to elaborate the text.
Finally, ask students what did they learn about Martin Luther King Jr.; write this in the section of “learn”
on the K-W-L chart.
Explain to students that they will return to their seats and write in their journal about Martin Luther King
Jr., making sure that they state his importance and contribution to American history.
X. Independent Practice: Student will write in their journal about Martin Luther King Jr. Give students
guided questions such as what did he do important, what did he do for America, and a fun fact about him.
*Differentation: Some students will receive a sentence starter for more assistance.
XI. Closure: Have students share with a partner, while teacher walks around listening to conversations
Martin Luther King Jr. Select a few students to share out to class.
XII. Evaluation: During independent practice, teacher will be observing students during work time.
While also checking for understanding during the closure. As an exit ticket, teacher will have students
write a sentence about the importance of Martin Luther King Jr.
End of Unit assessment will consist of students matching the correct important figure to his/her correct
contribution in American democracy.
Page 8 of 12
INTEGRATED UNIT PLAN 9
III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES
1. Students who are having difficulty with writing a sentence in their journals about the American figure will
receive additional assistance in small group setting to comprise a sentence about the discussed figure. During
this small group setting, student will dictate to teacher their sentence and teacher will write in highlighter (for
tracing) for students who struggle with writing letters and words. For students who are able to write letters
and words, teacher will assist them in building an appropriate sentence using their own spelling; within the
small group setting.
2. Students who are capable or producing content that explains the importance of the American figure will be
given those directions with limited to no support. These students will be allowed to use resources that helps
their writing.
3. Students will have the option of creating an end project elaborating on the important figures. This project
will give the students the option of choice. Students will have the choice of creating a visual or auditory
project that explains the importance of the American figure and their contribution to American society. By
allowing this option of choice students are choosing their own particular assignment that best fits their
learning needs and abilities.
IV. RESOURCES
1. Kadar, A. (2019). . Brainpop.com. BrainPOP https://www.brainpop.com/
2. Digital Textbooks and Educational Resources | Discovery Education. (2019).
3. Education.com. (2000). Education.com; Education.com. https://www.education.com/
4. Homeschool Pop. (2019). [YouTube Video]. In YouTube.
https://www.youtube.com/channel/UCfPyVJEBD7Di1YYjTdS2v8g
5. Kahoot! (2019, March 8). Kahoot! | Learning Games | Make Learning Awesome! Kahoot!
https://kahoot.com/
6. Home | Library of Congress. (2015). The Library of Congress. https://www.loc.gov/
7. PBS LearningMedia | Teaching Resources For Students And Teachers. (n.d.). PBS LearningMedia.
https://scetv.pbslearningmedia.org/
8. Learning to Read for Kids | Learn to Read with Phonics | Free Trial. (2019). Readingeggs.com.
https://readingeggs.com/
9. Leading Academic Provider of Standards-Based Online Learning Solutions | Study Island. (2018).
Studyisland.com. https://www.studyisland.com/
Page 9 of 12
INTEGRATED UNIT PLAN 10
10. Teaching Resources & Lesson Plans | Teachers Pay Teachers. (2000). Teacherspayteachers.com.
https://www.teacherspayteachers.com/
Abraham Lincoln for Kids | Biography Video. (2018, July 26). [Video]. YouTube.
https://www.youtube.com/watch?v=RiyrVM9EeAQ
George Washington for Kids. (2019, February 3). [Video]. YouTube. https://www.youtube.com/watch?
app=desktop&v=2X9f2waOKU8
Goddu, K. P. (2016). What’s Your Story, Susan B. Anthony? [E-book]. Lerner Publications (Tm).
https://www.getepic.com/app/read/36515
Hansen, G. (2014). [E-book]. Abdo Kids Jumbo. Abraham Lincoln https://www.getepic.com/app/read/12260
Hansen, G. (2014). George Washington [E-book]. Abdo Kids Jumbo.
https://www.getepic.com/app/read/12264
Hansen, G. (2015). Martin Luther King, Jr.: Civil Rights Leader [E-book]. Abdo Kids.
https://www.getepic.com/app/read/25207
Hansen, G. (2016). Rosa Parks: Activist for Equality [E-book]. Abdo Kids.
https://www.getepic.com/app/read/22512
Martin Luther King Jr for Kids | Biography Video. (2018, January 10). [Video]. YouTube.
https://www.youtube.com/watch?v=qllIq284u20&t=1s
Rosa Parks for Kids | Biography Video. (2018, January 22). [Video]. YouTube.
https://www.youtube.com/watch?v=7sqiZ7agt4Q
Page 10 of 12
INTEGRATED UNIT PLAN 11
Susan B. Anthony | First and Second Grade Social Studies Lesson. (2016, November 11). [Video]. YouTube.
https://www.youtube.com/watch?v=v23V-cHPpz4&t=1s
Self Review
This unit plan was successful in teaching my student about important American figures. Students was
interested in the content and eager to learn more. I taught the unit the week of President’s Day which is in
February. I intentionally taught the plan in February being that it is known for being Black History Month.
As the plan did cover two important African Americans. During the implementation of the unit, I noticed
some things that I would change if done again. The learning centers were a huge success and I believe
students learned more by engaging in the centers. I allowed students to use the ipads to listen to audiobooks
on Getepic about the important figure of the day. However, there was only two ipads in the center so my aide
and I had to monitor that portion of the center to ensure that students were sharing and everyone got a chance
to use the ipads. If I implemented this unit again, I would definitely try to have more ipads for classroom use
by checking a few more out at the library or even incorportating the desktop computers. The graphic
organizers really helped students during independent practice. Students really demonstrated their knowledge
and understanding of the important American figure. Finally, the end project was decent. I believe next time I
be accepting the journal entries as a portion of an assessment. As well as incorportating family involvement
by having students complete the poster assessment at home. As I know this may be a downfall because all
students may not have the same resources at home however, it allows for parent involvement to occur and by
doing this I am promoting parent involvement with parents helping their child on the assignment. Overall,
the unit was successful and I believe my students met the instructional objectives.
Page 11 of 12
