Taking a Stand 

Grade Level:

Elementary 

Overview:

This lesson teaches the importance of being informed, forming opinions, and advocating for those opinions to our country’s political life. Students will understand what it means to take a stand and why it is important for citizens to do so for an important issue.

Time Needed: 1 class period 

Objectives

During your session, students will:

• Explore how citizens take stands on issues and the ways to advocate for those issues

Materials Needed: 

Pearl Moscowitz’s Last Stand, by Arthur A. Levine, illustrated by Robert Roth (New York: Tambourine Books, 1993).

Procedure

1. Help students understand that the term “last stand” means sticking up for or fighting for something. Make sure they understand that “a last stand” usually comes after a long fight or struggle. 

2. Show students the cover illustration. Ask the following questions.

• Which person shown on the cover is Pearl Moscowitz?
• What does Pearl seem to be fighting for? 

3. Read the book to the students, pausing at appropriate points, to discuss questions such as: 

• How did Bella Moscowitz, Pearl’s mother, get trees planted on their street?
• Is this a good way to get action? Why or why not?
• What would you do if you were Pearl? If you were the young man? If you were the city government? 
• What was Pearl Moscowitz’s last stand?
• How was the conflict resolved? Was this a good way to resolve the conflict? Why or why not? 

4. Have the students identify several issues important to them. Focus on issues within the school so that the person who would have the authority to act on the issue is easily identified. Identify who has the authority to act on each issue. For example, if the problem is a class rule that is not working, the class itself could address the issue. If the problem is a lack of play equipment, the PTA or prin– cipal could address the issue. If the problem is school lunches, the cafeteria staff or the principal might address the issue. 

5. Have students form small groups according to the issue in which they are most interested. Each group is to (1) identify their position on the issue; (2) list at least two arguments for their position; (3) use those arguments to develop a skit demonstrating how they might “take a stand” on the issue. 6. Have students present their skits. After each, have the students discuss whether the presentation was persuasive. If possible, invite the principal to view the skits and respond to students’ positions. 

Potential Extension

Invite senior citizens who live in the school neighborhood to visit the class and talk about changes they have observed in the neighborhood.

National Curriculum Standards for Social Studies, National Council for the Social Studies

Theme 6: Power, Authority, and Governance

Theme 10: Civic Ideals and Practices