This lesson is designed for third-grade students to build literacy awareness in coordination with a classroom unit on the U.S. Declaration of Independence. Students will become familiar with characters presented in Aesop's Fables and will learn to recognize and appreciate the democratic principles of Life, Liberty, and the Pursuit of Happiness as displayed by these characters. Students will work in groups to explore how such principles are exemplified through specific characters. As an introduction to the democratic process of voting, students will conduct a political campaign in which their candidate will be one of the story characters. Students will hold class elections to determine the character who best displays the principles behind the right to Life, Liberty, and the Pursuit of Happiness. This lesson plan is part of ALA's "We the People" project.
Instructional Goals: 1. Students will understand the democratic principles behind the right to “Life, Liberty, and the Pursuit of Happiness.” 2. Students will relate these principles to the actions of the characters described in Aesop’s Fables. 3. Students will understand the democratic processes of conducting a political campaign and holding elections. Learning Objectives: 1. Students will display an understanding of the right to “Life, Liberty, and the Pursuit of Happiness” by presenting a minimum of three examples of the impact this right has on their daily lives. 2. Students will develop five interview questions and answers based on the principles of “Life, Liberty and the Pursuit of Happiness” as displayed by one of the characters in Aesop’s Fables. 3. Students will demonstrate basic knowledge of the democratic practice of voting by running a political campaign for a specific candidate (presenting at least three reasons why their candidate is the most qualified) and holding elections. Motivational Goals: 1. Promote students’ interest in the democratic principles that shape their lives. 2. Generate students’ interest in recognizing and appreciating the democratic principles of the right to “Life, Liberty, and the Pursuit of Happiness,” as displayed through the actions of literary characters. 3. Generate students’ interest in the democratic processes of running a political campaign and holding elections.
Methods, Media, Materials:
Introduction: Session I 1. Before the start of class, post a banner in a prominent location in the LMC which reads “Life, Liberty, and the Pursuit of Happiness.” When class begins, point this banner out to students. Explain that this statement is part of the U.S. Declaration of Independence and briefly explain its significance. Explain the terms used in this phrase to ensure student comprehension. Ask students where they would look to find the meaning of the words “liberty” and “pursuit.” If students suggest a dictionary, look the terms up in a dictionary; if students suggest looking online, search relevant online dictionary resources. Relate “liberty” to their understanding of the meaning of freedom and relate “pursuit” to the act of seeking or striving to reach a goal. Introduce the idea that as a class we will be exploring what the statement means through the reading of three stories from Aesop’s Fables. 2. Before reading any of the fables, ask students to think about what impact the right to “life, liberty, and the pursuit of happiness” has on their lives. How would their lives be different without such a right? Ask each student to prepare and share with the class three examples of how this right affects his or her daily life. Allow for questions and class discussion. 3. Read the fable “The Hare and the Tortoise” to the class. Preface the reading by asking students to think about which character in the fable exemplifies true happiness in life. Is happiness simply a matter of winning the race, or is it determination and motivation to see a goal through to the end? Allow students to share their thoughts. 4. On a blackboard, write “Tortoise” at the top. Ask students to brainstorm words they would use to describe the tortoise’s character. Keep this list on the board as it will be added to in future classes. 5. Provide students with drawing paper and crayons. Ask them to draw a picture of the tortoise within the context of the story (i.e. proposing the race to the hare or crossing the finish line). Tell students that their drawings will be posted to a bulletin board entitled “Life, Liberty, and the Pursuit of Happiness” just outside the LMC doors for all of the school to see.
Body:
Session II
1. Refer students again to the “Life, Liberty, and the Pursuit of Happiness” banner. Recap some of the items of discussion from the last class as well as the basis of “The Hare and the Tortoise” fable that was read.
2. Read the fable “The Town Mouse and the Country Mouse” to the class. Again, preface the reading by asking students to think about which character in the fable exemplifies true happiness in life. Does happiness mean having wealth and possessing worldly things in life, or is happiness a feeling of contentment and peace with the life one has? Allow students to share their thoughts.
3. On a blackboard, write “Country Mouse” at the top. Ask students to brainstorm words they would use to describe the Country Mouse’s character. Keep this list on the board as it will be added to in future classes.
4. Provide students with drawing paper and crayons. Ask them to draw a picture of the Country Mouse within the context of the story (i.e. in his country home or visiting the Town Mouse). These pictures will also be added to the LMC bulletin board.
Session III
1. Recap items from the previous two classes. Review with students what was discussed regarding the fables “The Hare and the Tortoise” and “The Town Mouse and the Country Mouse.” Ask students to describe some of the concepts already learned about the meaning of happiness as exemplified by the Tortoise and the Country Mouse.
2. Read the fable “The Ants and the Grasshopper” to the class. Again, preface the reading by asking students to think about which character or characters in the fable exemplify true happiness in life. Is happiness achieved through idleness and doing only what is easy, or is happiness achieved through hard work and preparation for the long-term? Allow students to share their thoughts.
3. On a blackboard, write “Ants” at the top. Ask students to brainstorm words they would use to describe the character of the ants. Keep this list on the board as it will be a useful reference for future classes.
4. Provide students with drawing paper and crayons. Ask them to draw a picture of the Ants within the context of the story (i.e. working hard all summer or talking with the grasshopper in winter). These pictures will also be added to the LMC bulletin board.
5. In preparation for the next class, encourage students to continue thinking about the characters that have been discussed in class. Ask them to begin thinking of questions they would ask each of the three characters if they could interview them in person.
Session IV
1. Review the compiled list of happiness characteristics that students brainstormed during the first three classes. Encourage any questions or further discussion items students may have regarding the list.
2. During this class students will be working in groups for the purpose of writing questions and conducting an interview. Students will be divided into three groups of four. Each group will be assigned one character from each of the three fables (Tortoise, Country Mouse, or Ants).
Each group will compose five interview-style questions that they would like to ask their assigned character. Questions should be based upon the events of the story as well as upon their character’s achievement of happiness as discussed in class.
Each group will also write five answers which their assigned character would give in response to the interview questions. Walk around the class while groups are composing their questions and answers to provide feedback and/or any assistance.
Once questions and answers are written, two students within each group will be named interviewers and two will be interviewees for the purpose of presenting the interviews to the class. After each interview is presented, encourage further discussion on the interview of each of the three characters. Ask the rest of the class what they thought about the questions that were asked and answered by each group. What would they have done differently? Are there any questions they would like to ask the characters that were not asked by the groups?
3. Using the same groups with the same assigned characters, tell students that they have just had their first opportunity to pose questions to three political candidates who are running for the office of President of the United States. Explain that during the next class, students will begin running a political campaign for their candidate (Tortoise, Country Mouse, or Ants).
4. For the next class, encourage students to begin thinking of poster designs, campaign slogans, etc., that they would use to get their candidate elected to office.
Session V
1. During this class students will be given an opportunity to prepare their candidate’s campaign. Begin class by reviewing the list of characteristics that describe each of the three candidates. Tell students that they must present to the rest of the class at least three reasons why their character is the best candidate for the office of the President based upon how the character exemplifies the right to “Life, Liberty, and the Pursuit of Happiness.” Students may also present their candidate’s qualifications through banners, posters, campaign slogans, or a combination of these.
2. Allow students the majority of the class time to prepare their statements and any additional materials. Provide poster board, markers, crayons, stencil, ribbon, and any other materials necessary for creating posters and/or banners.
3. Be available throughout the class period to provide groups with feedback and to answer any questions that may arise.
4. The next class will be the final one for this lesson. Students will be asked to deliver their statements and make the case for their presidential candidate. Explain that after each candidate is presented that students will be allowed to vote in the class election. Explain the basic process of how the election will be conducted (i.e. anonymous ballots, impartial observer for ballot counting, etc.).
Conclusion:
Session VI
Election Day!
1. Greet students with excitement, reminding them that it is “Election Day.” Give groups a few minutes at the start of class in order to make any last minute preparations for presenting their candidates.
2. Allow each group to present their character to the class and explain why their candidate is the best qualified for the office of the President of the United States based on how he/she exemplifies the right to “Life, Liberty, and the Pursuit of Happiness.” Students may also display banners, posters, or use campaign slogans during this time.
3. Once each group has had a chance to present, explain the voting procedures and the ballot which students will be using. The ballot is anonymous and is designed for students to not only place a check in a box, but to explain the reasons behind why they cast their vote for a particular candidate. The ballot is also designed for students to give a ranking order rather than simply a vote for a single candidate. This is because each student is likely to vote for the candidate to which they were assigned, resulting in a three-way tie. In order to avoid this, second-place rankings will be taken into consideration in order to break any tie.
4. After all votes have been cast, ask an impartial observer to tabulate the results. Once the votes are in, announce the results. The winning candidate (Tortoise, Country Mouse, or Ants) will have all group banners, posters, etc., posted to the LMC bulletin board to announce their victory.
5. As a review of the overall lesson, discuss with the class the characteristics and qualifications of each candidate and how the Tortoise, Country Mouse, and Ants all exemplified the principles of “Life, Liberty, and the Pursuit of Happiness.” Ask students to reflect and discuss with the class how they can strive to be living examples of the principles displayed by each character.
Learning Assessment Methods:
1. Interaction with students throughout the lesson for purposes of observation and providing feedback.
2. Observation of students' effectiveness through working in groups.
3. Evaluation of students' understanding of the significance and meaning of the right to Life, Liberty, and the Pursuit of Happiness.
4. Evaluation of students' presentation of three examples in which the right to Life, Liberty, and the Pursuit of Happiness impacts their daily lives.
5. Evaluation of students' understanding of how specific literary characters in Aesop's Fables exemplify the meaning of this phrase.
6. Evaluation five interview questions and answers based upon students' quality and depth of understanding of specific literary characters as expressed through interview development, presentation, and class discussion.
7. Observation of students' effectiveness in preparing campaign materials and presenting the qualifications of their candidate to the class for the purpose of holding elections.
8. Evaluation of students' basic understanding of the democratic process of voting as expressed through the comprehensiveness of reasons for candidate ranking given on the Life, Liberty, and the Pursuit of Happiness Presidential Ballot.
National Information Literacy Standards (K-12)
Accesses information efficiently and effectively.
Uses information accurately and creatively
Appreciates literature and other creative expressions of information.
Participates effectively in groups to pursue and generate information.