K Grade Sample NA (V2)
UNIT: CIVICS AND GOVERNMENT
Government
WEEK 5
NEAR AND FAR
Look at the picture. What do you see? What do you wonder?
A government is a group of people. Governments lead communities. We have a city government. We have a state government. We have a national government. Government
GUIDING QUESTION ESSENTIAL QUESTION
Why do we need a government?
Voting Voting is a fair way to make group choices. We can vote in our classroom. We can vote for which book to read. Government
Government Leaders Government leaders lead our city. They lead our state. They lead our country. Community members vote to choose government leaders.
Week 5 of 32 • Page 3
Highlight the three things government leaders do.
Why Do We Have a Government?
Government leaders solve problems.
Government leaders listen to people.
Government leaders make rules and laws.
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Name ______________________________________________________________________________
State Government The governor is the leader of the state. Governors help make laws. Governors help choose leaders.
What is the name of your state?
Draw a picture of the governor of your state.
Local Government A mayor is the leader of a city. A mayor helps run community services. A mayor also helps solve problems.
What is the name of your city?
Draw a picture of the mayor of your city.
UNIT: SYMBOLS AND CELEBRATIONS
National Symbols
WEEK 11
NEAR AND FAR
Take a picture walk. What do you see? What do you wonder?
A symbol is an object. It represents something else. There are patriotic symbols. They show what it means to be an American. GUIDING QUESTION Patriotic Symbols ESSENTIAL QUESTION
What are some symbols of the United States?
National Symbols
Statue of Liberty The Statue of Liberty is a patriotic symbol. It stands for freedom. It welcomes all who want to be free.
Bald Eagle The bald eagle is the national bird. It is a strong bird. It is a symbol that the country is strong.
Liberty Bell The Liberty Bell is a patriotic symbol.
Highlight what the bald eagle stands for.
Liberty means freedom. The bell reminds us we are free.
Week 11 of 32 • Page 3
Washington Monument The Washington Monument is a symbol. It helps us remember George Washington. He was the first president.
Lincoln Memorial The Lincoln Memorial is a symbol. It helps us remember Abraham Lincoln. He worked hard to protect the freedom of all people.
Point to the Lincoln Memorial on the map.
Page 3
Week 11 of 32 • Page 4
Name ______________________________________________________________________________
The national animal is the American bison.
National Symbols The United States has more national symbols.
Our Class Symbol What do you think the class animal should be? Draw a picture of that animal.
UNIT: GEOGRAPHY
Location
WEEK 14
NEAR AND FAR
Think about where you are right now. What is your location?
LOCATION
Location tells us where places are. It tells us where things can be found.
ESSENTIAL QUESTION
What is relative location?
Location
Relative Location Relative location tells us where something is. It uses other places or objects.
Location Words There are words we can use to describe location.
We use words like “near” and “far.” We use words like “left” and “right.”
Circle the words we can use to describe relative location.
Page 2
Week 14 of 32 • Page 3
Relative Location in the Classroom We can use relative location in our classroom. We can use it to find things. The sink is near the flag.
Week 14 of 32 • Page 4
Name ______________________________________________________________________________
Mapping My Classroom Draw a map of your classroom. Describe the location of an object to a partner. Can they find the object?
Map Title:
UNIT: HISTORY
History
WEEK 23
NEAR AND FAR
Look at the pictures. What do you see? What do you wonder?
History
History is what happened in the past. History tells us about people and events.
ESSENTIAL QUESTION
How can I learn about history?
Historians Some people study history. They are called historians . Historians ask questions. They learn about the past.
I Can Be a Historian I can be a historian. I can learn about past events.
Primary Sources Primary sources are created by people at an event. Primary sources teach us about events. They teach us about people.
Point to the beginning and end of each sentence.
Week 23 of 32 • Page 3
Types of Primary Sources Primary sources can be pictures or videos. They can be letters. They can be objects.
Learning About History There are many ways we can learn about history. We can learn from primary sources. We can learn from stories from the past.
Page 3
Week 23 of 32 • Page 4
Name ______________________________________________________________________________
Learning from Primary Sources Look at each primary source. What event is being shown? What do you notice? What can you learn from this primary source?
Cut out the images. Glue them in the correct order.
Look at the primary sources. What event is being shown?
5.1
Unit Summary: The purpose of this unit is to engage students in learning about government and their role as citizens of a community. Students will explore the basic idea of government. They will learn ways they can learn and work together with others. Students will study citizenship by learning about rights and responsibilities of citizens. They will learn about characteristics of responsible citizens and study people in history who exhibited these characteristics. Unit Standards: N/A Table of Contents: Week 5: Government Week 6: Important Documents Week 7: Learning and Working Together Week 8: Citizens Week 9: Characteristics of Responsible Citizens Unit Essential Question: How can you be a responsible citizen in your communities? Unit Learning Objectives: ● Students will be able to discuss what a government is. ● Students will be able to explain why we need a government. ● Students will be able to recognize important documents of the United States. ● Students will be able to describe ways that they can learn and work together with others. ● Students will be able to understand what a citizen is. ● Students will be able to describe how to be a responsible citizen.Students will be able to retell stories about people in history who were responsible citizens. Unit “I Can” Statements: ● I can discuss what a government is. ● I can explain why we need a government.
● I can recognize important documents of the United States. ● I can describe ways I can learn and work together with others. ● I can understand what a citizen is. ● I can describe how to be a responsible citizen. ● I can retell stories about people in history who were responsible citizens.
Government | Week 5
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Unit Assessment: The print version of this assessment is included at the end of week 9.
1. Labeling: Who showed courage by going to school? 1) Ruby Bridges César Chávez 2. True or false: I can respect others by accepting who they are. 3. Fill in the blank: Choose the word that best completes the sentence. Voting is a fair way for a group to make decisions. Distractor: Arguing 4. Fill in the blank: Choose the term that best completes the sentence. The Constitution tells the government how to do its work. Distractor: Declaration of Independence 5. Labeling: How are the kids being good citizens? 1) They are sharing. They are arguing.
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Summary of the Week: Students will learn about the structure and purpose of government. They will understand why we have government leaders. Students will learn about the roles and responsibilities of government leaders on the local and state levels. Standards: N/A Teacher Background Knowledge: A government is a group of people who lead a community. Government leaders are authority figures in the community. They are elected or appointed by members of a community. Government leaders have specific roles in the community, state, and nation. These individuals provide leadership to keep the community running properly. Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● For the lesson “Government,” you will need to gather images. See the lesson plan for a list. ● The Poster Pal activity “Let’s Take a Vote!” will be used in the “Voting” lesson. ● The articles “State Government” and “Local Government” will be taught together. ● There is an extended reading article online titled “Making Decisions.” This article can be an extension of the “Voting” article and lesson plan. The Poster Pal activity “Making Decisions” will be completed with this article if you choose to do so. Essential Question: Why do we need a government? Learning Objectives: ● Students will be able to discuss what a government is. ● Students will be able to explain why we need a government. "I Can" Statements: ● I can discuss what a government is. ● I can explain why we need a government.
Government | Week 5
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Student Edition Vocabulary and Phrases:
government: a group of people who lead a community governor: leader of a state mayor: leader of a city voting: a fair way to make group choices
Language for Social Studies Learning: Language for Social Studies Learning includes any unbolded terms and phrases in the student edition and the teacher edition that enable student understanding. We suggest using a graphic organizer, such as a Frayer box, to assist in student understanding of the weekly vocabulary. president of the United States: leader of the country Critical Thinking Question: What would our city and state be like without government leaders? Let’s Draw or Write: Think about a time you voted to make a choice. Draw a picture. Wellness Questions: ● Does knowing that you have a government in your city and state make you feel more or less safe? (Answers will vary.) ● How do you feel, knowing you will get to choose government leaders? (Answers will vary.) Weekly Assessment Questions: 1. True or false: Government leaders make rules and laws. 2. Fill in the blank: Choose the word that best completes the sentence. A government is a group of people who lead a community. Distractor: school
Government | Week 5
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Student Edition Week 5
Government | Week 5
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Present Essential Question to Class: ● Present the essential question, learning objectives, and “I can” statements, using student-friendly language. Clarify any questions that students have about the content and learning objectives. ● Have students preview the text to identify the vocabulary words for this week. Unpack the weekly vocabulary, as appropriate. Article 1: Government Word Count: 25 Vocabulary: government: a group of people who lead a community High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching Lesson Plan: 1. Have the students look at the image on the cover of the student edition. a. Explain that the building is called the Capitol Building. This building is in Washington, D.C., and it is where leaders make decisions and laws for our country. b. Explain that every state has a capitol building and that a lot of them have domes on the top, like in the picture. Show a picture of your state capitol building. c. Explain that every city has a city hall. That is where leaders in your city meet. Show a picture of your city hall. 2. Read the article together. Discuss the article. a. Explain: A government is a group of people who lead a community. We have a government for our city. We have a government for our state. We have a government for our country. 3. Invite students to share the names of government leaders they know (the president, governor, mayor, legislators, or council members). 4. Give each student a copy of the graphic organizer Levels of Our Government. Model the activity, and guide students as they complete the graphic organizer. a. While completing the graphic organizer, show the following images: i. a map of your town and pictures of your town (city circle) ii. a map of your state and pictures of your state of (state circle) iii. a map of the United States (or the image “Map of the United States” included in related media) and pictures of the United States (country circle) b. Use these maps and images to reinforce the concepts of the different levels of government. c. Have the students write the name of your city, state, and the country in the circles. As they write, have them name the levels of the government. d. Have the students glue the graphic organizer into their interactive notebooks. 5. Recap the lesson by reviewing the concepts that were taught. Give the students the opportunity to explain their graphic organizer to a partner or group.
Government | Week 5
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Materials Needed: Image of your city hall, images of your town, image of your state capitol building, images of your state, images of the United States, map of your town, map of your state, map of the United States Graphic organizer Levels of Our Government
Online Related Media: Image: “Map of the United States” Extended Reading Articles: N/A
Article 2: Voting Word Count: 23 Vocabulary: voting: a fair way to make group choices High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Multiple Exposures Lesson Plan: 1. Write three color options on the board. Have the students think about which of the three colors is their favorite. a. Take a class vote (raise hands, thumbs-up). b. Tally the results. c. Explain to the students that they just took a vote. Discuss the result of the votes and explain how they count to decide which option got the most votes. 2. Read the article together as the students follow along. Discuss the article. a. Explain: Voting is a way to solve problems. It is also a fair way to make decisions. Talk about how voting is a way to make decisions as a group. Voting is also a fair way to solve problems. When you are in a group and can’t make a decision, you can vote to decide.
Government | Week 5
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b. Explain that the students can vote. We can vote in our classroom and you can vote on the playground. If you are trying to make a decision, you can vote to decide and make it fair. c. Reread the article and discuss ways you can use voting in your classroom. 3. Optional: Explain that voting is one way to make a decision; however, there are other ways that groups can make decisions. Discuss other ways that groups can make decisions. See the extended reading article “Making Decisions” and the Poster Pal activity “Making Decisions” for more instruction on this. 4. Have a discussion that guides students to understand what happens when their vote doesn’t win or if they disagree with the vote that wins: a. Sometimes the choice we vote for doesn’t win. We might not agree with the choice that is made. When this happens, we should still support what the group decides. We should be okay with the vote that is picked because the choice was made in a fair way. i. What can we do if our choice isn’t picked? (Answers may vary.) ii. How can we support the group decision? (Answers may vary.) 5. Hold a class vote. Give the students three game options (games you know your class likes to play and everyone is able to play). Explain that you are going to vote on which game you should play. a. Discuss the fairness of voting and the importance of being okay with the group's decision. Everybody gets a choice. The choice with the most votes is picked. We need to be okay with the group’s decision. b. Hold the vote. Use the Poster Pal activity “Let’s Take a Vote!” and tally the results on the Poster Pal. Have a discussion about the results. Answer the questions included with the activity. i. How many voted for each game? (Answers may vary.) ii. Which game had the most votes? (Answers may vary.) iii. Which game had the fewest votes? (Answers may vary.) iv. Which game will we be playing? (Answers may vary.) v. Is it okay if your game didn’t get picked? (Discuss how it is okay because everyone got to share their choice.) c. Play the game that got the most votes. Ensure that this is a game that all students are able to play and enjoy. 6. Practice voting and making decisions throughout the week and the rest of the year. Give students the opportunity to make decisions whenever possible, whether it is by voting, through discussions, in class meetings, or in other ways. a. Examples: what book to read, what snack to have, what game to play, how to walk down the hall, etc. b. When you vote, help students to learn to feel okay when their choice is not picked. 7. Recap the lesson and review what was learned about voting. Materials Needed: Poster Pal activity “Let’s Take a Vote!” Poster Pal activity “Making Decisions”
Online Related Media: N/A Extended Reading Articles: “Making Decisions”
Government | Week 5
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Article 3: Government Leaders Word Count: 20 Vocabulary: N/A High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Multiple Exposures Lesson Plan: 1. Review what a government is. (a group of people who lead a community) 2. Have the students open their notebooks to their graphic organizer Levels of Our Government. Review the levels of government they learned about in the “Government” lesson. 3. Review what was learned in the previous lesson about voting. Ask: a. What does it mean to vote? (Answers may vary. Possible answers include: Voting is a fair way to make a group choice.) b. When have we voted in our class? (Answers may vary.) c. What are some other ways that groups can make decisions? (discussions, class meetings, etc.) 4. Watch the video “What Is a Leader and What Do They Do? - K.” a. After the video, discuss what a leader is and what a good leader does. b. Invite students to share some ways they can be good leaders and help others. 5. Read the article together as the students follow along. a. Write the word “leader” on the board. Explain that leaders are people who are in charge. They guide a group working on a goal. Leaders help others and show people how things can be done. b. Discuss that we have leaders who are in charge of the government. They lead our city and town. They lead our state. They lead the country. c. Explain how government leaders are authority figures. Government leaders make and enforce laws in the community. d. Discuss that people in the community vote to choose government leaders. That makes it so everyone can make a choice. Voting is a fair way to choose government leaders. 6. Give each student a copy of the graphic organizer Government Leaders. a. Model the activity for the students, and guide them as they complete the activity. i. While completing the activity, show the following: 1. Mayor: Show a map of your town and a picture of your mayor. 2. Governor: Show a map of your state and a picture of the governor of your state. 3. President of the United States: Show a map of the country and a picture of the current president of the United States. ii. As you discuss each leader, explain which level of government they lead. Have the students name the government leaders.
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iii. Have the students glue the graphic organizer into their interactive notebooks, next to their graphic organizer Levels of Our Government. Make connections between the two graphic organizers.
7. Recap the lesson by discussing the importance of and purpose for having government leaders. Materials Needed: Map of your town, image of your mayor, map of your state, image of the governor of your state, map of the United States, image of the president of the United States Graphic organizer Levels of Our Government (already glued in their notebooks) Graphic organizer Government Leaders
Online Related Media: Video: “What Is a Leader and What Do They Do? - K” Extended Reading Articles: N/A
Article 4: Why Do We Have a Government? Word Count: 15 Vocabulary: N/A High Impact Teaching Strategies: Structuring Lessons, Questioning Lesson Plan: 1. Review what has been learned this week about government and government leaders. a. Go through the student edition to review. b. Have the students look at their graphic organizers Levels of Our Government and Government Leaders to review:
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i.
Governments lead a community.
ii. Government leaders are chosen by the people. The people vote for government leaders. iii. Government leaders lead our city, state, and country. 2. Read the title of the article. Explain that it is important for us to have a government and government leaders. 3. Read the article together. Stop after each sentence to discuss. Write each sentence on the board and refer to the images in the student edition as you go through each sentence. Allow students to ask questions about the content being taught and give feedback on student responses. a. “Government leaders solve problems.” i. When there are problems in a community, the government leaders work together to solve those problems. A judge is a government leader who helps to solve problems. They make sure the laws are being followed. They give consequences when the laws are not followed. 1. Why is it important for us to have leaders to help us solve problems? (Answers may vary.) b. “Government leaders listen to the people and help their community.” i. Government leaders listen to people when they have concerns. Government leaders help us to be safe. They help us to follow rules
and laws. They help to keep our community safe and clean. 1. Why is it important for us to have government leaders? (Answers may vary.) We have government leaders to make rules and laws for us to follow. When we choose to follow these rules and laws, we can be safe. We can get along with and respect others. 1. Why is it important for us to have rules and laws? (Answers may vary.)
c. “Government leaders make rules and laws.” i.
4. On the board or on a piece of chart paper, draw a stick figure or some kind of outline representing a person (a government leader). As a class, list the things government leaders do around the picture. Use examples from the article, including: a. make laws b. solve problems c. listen to the people d. help others 5. As a class, do a shared write about the government. Give the students an opportunity to write and share their answers. a. Write about government leaders and what they do. b. Write about why a government is necessary. 6. Have the students illustrate the shared writing. This can be done in their interactive notebooks. 7. Reiterate the importance of and need for a government and government leaders.
Government | Week 5
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Materials Needed: Chart paper
Graphic organizer Levels of Our Government (already glued in notebooks) Graphic organizer Government Leaders (already glued in notebooks) Online Related Media: N/A Extended Reading Articles: N/A
Article 5: State Government (taught with “Local Government”) Word Count: 23 Vocabulary: governor: leader of a state High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Multiple Exposures Lesson Plan: 1. Have the students review their graphic organizer Government Leaders. As you review. have them point to each circle and repeat the following sentences: a. The president is the leader of the country. b. The governor is the leader of the state. c. The mayor is the leader of the city. 2. Explain that today, the students will be learning more about the leader of the state and the leader of the city. 3. Read the article “State Government” together as the students follow along. Write the word “governor” on the board. Have the students repeat the word after you. a. Explain: The governor is the leader of the state. b. Discuss the role of the governor. i. Governors lead our state. They help make laws. They help choose other leaders. 1. Why is it important for us to have a governor to lead our state? (Answers may vary.) 4. Show a map of your state. Ask students to name your state. Write the name of your state on the board. Show a picture of the current governor of your state. Write the governor’s name on the board. a. Prompt students to write the name of your state in the space provided in the article, then draw a picture of your governor in the space provided. b. If students are unable to write independently, an option is for you to use a highlighter to write the name of your state on the line and have the students trace your writing. 5. Read the article “Local Government” together. Write the word “mayor” on the
board. Have students repeat the word after you. a. Explain: The mayor is the leader of the city. b. Discuss the role of the mayor.
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i. Mayors lead our city. They oversee or help to direct community services, such as emergency services, education, parks and recreation, police and fire departments, housing, and transportation. ii. A mayor helps to solve the problems that happen in the city. 6. Show a picture of your mayor. Write the name of your mayor on the board. Ask students to name your city. Write the name of your city on the board. a. Prompt students to write the name of your city in the space provided in the article, then draw a picture of your mayor in the space provided. b. If students are unable to write independently, an option is for you to use a highlighter to write the name of your city on the line and have the students trace your writing. 7. Discuss the importance of a governor and a mayor. Give the students the opportunity to discuss with a partner. a. Why are the mayor and the governor important leaders? (Answers may vary. Ask the students why they think that.) b. What would our state be like without a governor to help make rules and laws? (Answers may vary.) c. What would our city be like without a mayor to help make rules, solve problems, and oversee important jobs? (Answers may vary.) 8. After discussing these questions, do a shared write. Write about the importance of having a governor and mayor and why they are necessary. a. Give students the opportunity to write with you. b. Model good writing techniques and verbalize as you write. 9. Recap the week by discussing the importance of having a government and government leaders to lead our city, state, and country. 10.Extension activity: Have the class discuss the following questions with a partner: a. If you were the leader of our classroom, what is a new rule you would make for our classroom? (Answers may vary.) b. Why do you think this new rule would be a good idea? (Answers may vary.) i. Take a class vote to decide on one new rule. ii. Implement the rule, if applicable. Materials Needed: A map of your state, an image of the governor of your state, an image of the mayor of your city, paper for the shared write Graphic organizer Government Leaders (already glued in notebooks) Online Related Media: N/A Extended Reading Articles: N/A
Article 6: Local Government (taught with “State Government”) Word Count: 27 Vocabulary: mayor: leader of a city High Impact Teaching Strategies: N/A Government | Week 5
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Lesson Plan: N/A Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A Additional Answer Keys: N/A
Government | Week 5
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Name _______________________________________________
Date _____________
My World Studies Weekly: Near and Far
Government
Week 5 Assessment
1. Government leaders make rules and laws.
True
False
2. Choose the word that best completes the sentence. A __________ is a group of people who lead a community. government school
Government | Week 5
23.1
Unit Summary: The purpose of this unit is to help students take their first steps into the past to explore the themes of continuity and change. Students will develop an awareness of primary sources and begin to understand how we can use them to learn about the past. They will explore the concept of time and how people, ideas, technology, and communities change over time. This scaffolded understanding of time and chronology will introduce students to important historical people and events. Unit Standards: N/A Table of Contents: Week 23: History Week 24: Life Long Ago and Today Week 25: Inventors Week 26: Transportation Over Time Unit Essential Questions: How are our lives different from those who lived in the past? How are they the same? Unit Learning Objectives: ● Students will be able to explain what history is. ● Students will be able to understand what a primary source is. ● Students will be able to compare and contrast life today with life long ago. ● Students will be able to discuss how inventions help a community. ● Students will be able to compare and contrast transportation from long ago with transportation today. Unit “I Can” Statements: ● I can explain what history is. ● I can understand what a primary source is. ● I can compare and contrast life today with life long ago. ● I can discuss how inventions help a community. ● I can compare and contrast transportation from long ago with transportation today.
23.2 Unit Assessment: The print version of this assessment is included at the end of week 26.
1. True or false: Look at the picture. This is a primary source. 2. Fill in the blank: Choose the word that best completes the sentence. Transportation is how to move people and goods. Distractor: Communication 3. What type of transportation do most people use today?
4. True or false : History is what will happen tomorrow. 5. Labeling: Which car is from long ago? Which car is from today? 1) long ago 2) today
History | Week 23
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Summary of the Week: Students will learn about national symbols, including buildings and monuments. The students will learn about patriotism, liberty, and other key characteristics that contribute to our national identity. Standards: N/A Teacher Background Knowledge: National symbols remind us of important events in our history. They show the love that we feel for our community, state, and country. This week, students will be learning about our national patriotic symbols. They will begin to understand how these symbols relate to national identity. ● The Statue of Liberty is a national patriotic symbol that symbolizes our freedom. This statue is located on Liberty Island in the middle of New York Harbor. France gifted this statue to the United States in 1886 to commemorate American independence. ● The bald eagle is our national bird. It is a strong bird. The bald eagle symbolizes strength and freedom. ● The Liberty Bell is a national patriotic symbol that symbolizes our freedom. This bell is located in Independence Hall in Philadelphia, Pennsylvania. Engraved on the bell is the quote “Proclaim Liberty throughout all the land unto the inhabitants thereof.” ● The Washington Monument is located in Washington, D.C. This monument helps us remember George Washington. George Washington was an important citizen in United States history. He was a great leader in the Revolutionary War. He signed the Constitution of the United States. He was also our first president. ● The Lincoln Memorial is located in Washington, D.C. The memorial reminds us of Abraham Lincoln. Abraham Lincoln was an important person in United States history. He was the 16th president of the United States. During his time as president, the Civil War was fought. The country was divided. He worked hard to protect the freedoms of all people. He helped the country to come together. Abraham Lincoln wrote the Emancipation Proclamation that declared that all enslaved people were free.
National Symbols | Week 11
11.2
Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● If possible, read literature and informational texts that explain the values and principles of the symbols to better help the students understand the importance of the symbols. ● You will need to create an anchor chart for the lessons this week. Title a piece of chart paper “National Symbols.” You will use this beginning in the “Patriotic Symbols” lesson. ● The Poster Pal activity “Patriotic Symbols” will be completed in the “Patriotic Symbols” lesson. ● In the “Bald Eagle” lesson plan, there are options to help the students understand the size of a bald eagle. Choose one to prepare beforehand so it is ready for the lesson. ● In the “Liberty Bell” lesson plan, there is an extension activity. For this activity, you will need to create the following message on a piece of chart paper: ○ The __________ Bell is a patriotic __________. “Liberty” means __________. The __________ reminds us we are __________. ● The articles “Washington Monument” and “Lincoln Memorial” will be taught together. The Poster Pal activity “Seek and Search For Symbols” will be completed during this lesson. ● The page four activity “Our Class Symbol” will be taught with the “National Symbols” lesson plan. Essential Question: What are some symbols of the United States? Learning Objectives: ● Students will be able to recognize symbols of the United States. ● Students will be able to understand the importance of symbols of the United States. “I Can” Statements: ● I can recognize symbols of the United States. ● I can understand the importance of symbols of the United States. Student Edition Vocabulary and Phrases: liberty: freedom symbol: an object that represents something else Language for Social Studies Learning: Language for Social Studies Learning includes any unbolded terms and phrases in the student edition and the teacher edition that enable student understanding. We suggest using a graphic organizer, such as a Frayer box, to assist in student understanding of the weekly vocabulary. memorial/monument: a place designed in memory of a person, group, or event
National Symbols | Week 11
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Critical Thinking Question: When you see a symbol of the country or your state, what do you feel? Let’s Draw or Write: Draw a picture of your favorite national symbol. Explain to a partner why this is your favorite symbol. Wellness Questions: ● Why are symbols important? (Answers may vary.) ● What is the American flag a symbol of? Weekly Assessment Questions: 1. What bird symbolizes the United States?
2. What does the Statue of Liberty represent? a. children b. freedom c. school
National Symbols | Week 11
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Student Edition Week 11
National Symbols | Week 11
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Present Essential Question to Class: ● Present the essential question, learning objectives, and “I can” statements, using student-friendly language. Clarify any questions that students have about the content and learning objectives. ● Have students preview the text to identify the vocabulary words for this week. Unpack the weekly vocabulary, as appropriate. Article 1: Patriotic Symbols Word Count: 23 Vocabulary: symbol: an object that represents something else High Impact Teaching Strategies: Structuring Lessons, Differentiated Teaching Lesson Plan: 1. Prior to beginning the lesson, create an anchor chart. Write the words “National Symbols” at the top of the chart. You will be using this chart throughout the week. 2. Begin the lesson by presenting the unit essential question and unit learning intentions and success criteria. Clarify any questions that students have about the content and learning objectives of the unit. 3. Then, review the weekly essential question, learning intentions, and success criteria. 4. Have students preview the text to identify the vocabulary words in this week’s publication. 5. Prompt students to recall the word “patriotism,” and invite them to share their descriptions of patriotism. Give feedback on student responses, and do any necessary reteaching. (Answers may vary. Possible answer includes feeling love for our country.) 6. Have the students point to the title of the article. Read the title together. Write the word “symbols” on the board. a. Discuss that we have symbols that, when seen, can help us think about our country. b. Explain that symbols are objects that represent something else. c. Give examples or show images of symbols the students are familiar with and discuss what each symbol means. Address misconceptions students may have about symbols. Assess student understanding of the concept of symbols. Give feedback on student responses This will ensure students are able to understand the remainder of the concepts this week. 7. Read the article together, and invite students to follow along with their finger under the words. Discuss the bolded vocabulary word in the article. a. Discuss that patriotic symbols represent what it means to be an American. i. Write the word “patriotism” on the “National Symbols” chart. Discuss how patriotic symbols can help us to feel love for the country. 8. Point to the United States flag in your classroom, or show the image “American Flag,” included in related media.
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a. Explain that the American flag is a patriotic symbol. It is a symbol of freedom. This means it stands for freedom. When we look at the flag, we can remember that we are free. We can remember that we are united as a country. i. Write the word “unity” on the “National Symbols” chart. Discuss how the flag represents freedom and unity. 9. Watch the video “American Symbols and Monuments - K.” Discuss the video. Ask: a. Which symbols from the video have you seen before? (Answers may vary.) b. Which symbols were new to you? (Answers may vary.) 10.Have the students take a picture walk through the student edition and briefly discuss the national symbols that students will learn about this week. As you discuss, complete the Poster Pal activity “Patriotic Symbols.” Have the students identify the initial sound in each symbol. 11.Have the students share what they know about the symbols, and let them ask questions about the symbols. a. What do you already know about these? (Answers may vary.) b. Have you seen these symbols? Where? (Answers may vary.) c. What do you wonder about these symbols? (Answers may vary.) 12.Explain to the students that they will be learning more about these symbols and what they represent this week. a. Have the students pick which symbol they are most excited to learn about and share with a partner or the entire class. Give the students a choice on how they would like to share. Some options include drawing a picture, verbally sharing, or writing about it.
Materials Needed: “National Symbols” chart, images of symbols familiar to the students Online Related Media: Video: “American Symbols and Monuments - K” Extended Reading Articles: N/A Article 2: Statue of Liberty Word Count: 20 Vocabulary: N/A High Impact Teaching Strategies: Multiple Exposures, Structuring Lessons Lesson Plan:
1. Show the “National Symbols” chart. Review what was learned in the previous lesson about symbols. Point out the American flag on the cover, and review that it is a symbol of the United States. 2. Have the students point to the image of the Statue of Liberty in the student edition. Ask: a. Can anyone tell me what this patriotic symbol is? (Answers may vary.)
National Symbols | Week 11
11.7 b. Ask if anyone has ever visited the Statue of Liberty. If anyone answers, “Yes,” allow them to share their experience. 3. Explain to the students that the Statue of Liberty is a symbol of the United States. Today, they are going to learn what it stands for. 4. Read the article together, and invite students to follow along with their fingers under the words. Have the students highlight the word “liberty.” Write the word on the board. 5. Show the images “Statue of Liberty” and “Close View Statue of Liberty,” included in related media. Prompt students to think about the word “liberty.” a. Ask them where else they may have heard the word “liberty.” (Answers may vary. Possible answers include: the Pledge of Allegiance, patriotic songs, etc.) b. Write the word “liberty” on the board, and invite students to share what they think liberty means. Ask: i. What do you think the word “liberty” means? (Answers may vary.) c. Explain that the word “liberty” means freedom. The Statue of Liberty is a symbol that stands for freedom. When we see the Statue of Liberty, it helps us remember that we are free and that we live in a country that is free. d. Explain that the Statue of Liberty is in New York Harbor. Refer to the picture in the student edition. When people come into New York Harbor, the statue welcomes them to the United States. 6. Have the students draw a line to connect the image of the Statue of Liberty to the symbol on the map. Explain that the symbols of our country are in different places in our country and on the map. 7. Have the students circle your state on the map in the student edition. Have a discussion about how the students live in your state. Discuss where your state is in relation to the Statue of Liberty. 8. Show the “National Symbols” chart. Reiterate that the Statue of Liberty stands for freedom. a. Write the word “freedom” on the chart. b. Discuss the importance of this symbol and the freedom that it represents. 9. Give each student a copy of the graphic organizer Patriotic Symbols. Have the students fill out the sentence and color the picture of the Statue of Liberty. Have the students share with a partner what the Statue of Liberty stands for, using the following sentence stem: a. The Statue of Liberty stands for freedom . b. Instruct the students to glue the graphic organizer into their interactive notebooks. They will be using this organizer again. 10.Extension activity: Read a nonfiction book about the Statue of Liberty. Discuss learning as you read. Together, identify the main idea and key details of the story. After reading, do the following: a. Split a piece of chart paper into three sections. Title the three sections with the following headers: i. The Statue of Liberty Is: ii. The Statue of Liberty Has: iii. The Statue of Liberty Stands For: b. Using information from the article and the book, complete the chart. Give the students time to discuss their thinking with a partner or group and then discuss as a class and add it to the chart.
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c. Provide feedback on student responses and correct any misconceptions they may have.
Materials Needed: “National Symbols” chart, nonfiction book about the Statue of Liberty Graphic organizer Patriotic Symbols
Online Related Media: Image: “Statue of Liberty” Image: “Close View Statue of Liberty” Extended Reading Articles: N/A
Article 3: Bald Eagle Word Count: 21 Vocabulary: N/A High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Feedback, Multiple Exposures Lesson Plan: 1. Show the “National Symbols” chart. Review what was learned in the previous lessons. Have a discussion to assess student knowledge about symbols. Give feedback as students respond, and do any necessary reteaching. Ask: a. What is a symbol? (an object that stands for something else) 2. Have the students point to the image of the Statue of LIberty and whisper to a partner what it is a picture of. Ask: a. What is this symbol? (the Statue of Liberty) b. What does it stand for? (freedom)
National Symbols | Week 11
11.9 3. Have the students point to the image of the bald eagle in the student edition. Ask: a. What do you see when you look at the picture? (Answers may vary.) b. What does it make you think about? (Answers may vary.) 4. Have the students point to the title of the article. Read the title together. Explain that the bald eagle is another symbol of the United States. Today, you will learn what it stands for. 5. Read the article together, and invite students to follow along with their fingers under the words. Have the students highlight what the bald eagle stands for. (strength) 6. Invite students to share why they think the bald eagle was chosen to be our national bird. (Possible answers: It is strong, powerful, proud, etc.) 7. Show the images “Bird and a Nest” and “Bald Eagle,” included in related media. Have a discussion about why the bald eagle was chosen as the national bird. If possible, read a nonfiction book about the bald eagle that explains why it is the national bird. 8. Write the word “strength” on the “National Symbols” chart. Discuss the symbol and the importance of the symbol and what it represents. 9. Have the students complete the sentence and color the picture of the bald eagle in their graphic organizer Patriotic Symbols. As they complete their graphic organizer, have the students share with a partner the following information: a. What the bald eagle stands for; encourage use of the following sentence stem: i. The bald eagle stands for strength . b. Why the bald eagle was chosen as the national bird 10.After students have shared, discuss their answers as a class and recap the lesson. Give feedback on student responses and assess their understanding of the concept. 11.Extension activity: Choose one of the following options to help students understand the size of a bald eagle. Invite students to stand near whichever representation is chosen to compare their wingspan to that of the bald eagle. a. Prepare actual-size paper cutouts of the bald eagle (height: 24-40 inches; wingspan: 6-8 feet; weight: 7-14 lbs), and have students compare their size to the bald eagle. b. Measure 6-8 feet of butcher paper to represent the wingspan, and cut it into 6-8-inch strips for students to use to compare their wingspans to a bald eagle. c. Mark 6-8 feet on the wall with tape or paper, and invite students to stand in the middle and compare their wingspans to a bald eagle’s.
National Symbols | Week 11
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Materials Needed: “National Symbols” chart, butcher paper, tape Graphic organizer Patriotic Symbols
Online Related Media: Image: “Bird and a Nest” Image: “Bald Eagle” Extended Reading Articles: N/A
Article 4: Liberty Bell Word Count: 17 Vocabulary: liberty: freedom High Impact Teaching Strategies: Multiple Exposures, Feedback, Structuring Lessons Lesson Plan: 1. Prior to beginning the lesson, create the following message on a piece of chart paper. a. The __________ Bell is a patriotic __________. “Liberty” means __________. The __________ reminds us we are __________. 2. Show the “National Symbols” chart. Review what was learned in the previous lessons about symbols. Give feedback and assess student learning in order to determine if any reteaching is necessary. Ask: a. What is a symbol? (an object that stands for something else) 3. Have the students point to the images of the Statue of Liberty and bald eagle in the student edition. Ask the following questions, and give them the opportunity to share their answers with a partner. Encourage the use of the following sentence stems. a. What is this symbol? i. This symbol is the __________. (Statue of Liberty; bald eagle) b. What does this symbol stand for? i. This symbol stands for __________. (freedom; strength) National Symbols | Week 11
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4. Have the students point to the image of the Liberty Bell in the student edition. Read the title of the article together. Explain that the Liberty Bell is another patriotic symbol. 5. Read the article together and invite students to follow along with their fingers under the words. Have the students highlight what the Liberty Bell stands for. (freedom) 6. Prompt students to put their fingers under the word “liberty” in the article. a. Ask them to recall where else the word “liberty” has been used. (possible answers: Pledge of Allegiance, Statue of Liberty) b. Invite them to share the meaning of the word “liberty.” (“Liberty” means freedom.) c. Invite them to share why they think the word “liberty” is so important to us and our country. 7. Show the images “The Liberty Bell” and “The Crack in the Liberty Bell,” included in related media. Explain that the Liberty Bell is a symbol of freedom. When we see the Liberty Bell, we can remember that we are free. If desired, share the history of the bell: a. There is a quote on the Liberty Bell that says, “Proclaim liberty throughout all the land unto the inhabitants thereof.” The Liberty Bell was rung at the first public reading of the Declaration of Independence, right after America became a country. The Liberty Bell cracked several times before the Declaration was read. The crack that silenced the bell permanently happened in 1846, when it rang for George Washington’s birthday. Now it hangs in Philadelphia, Pennsylvania. 8. In the student edition, have the students draw a line to connect the image of the Liberty Bell to the symbol on the map. Explain where the Liberty Bell is located in the country and in relation to your state. 9. Have the students complete the sentence and color the picture of the Liberty Bell on their graphic organizer Patriotic Symbols. a. Have the students share with a partner what the Liberty Bell stands for, using the following sentence stem: i. The Liberty Bell stands for freedom . 10.Show the “National Symbols” chart. Reiterate that the Liberty Bell stands for freedom. a. Write the word “liberty” on the chart. b. Discuss the importance of having this freedom because we live in America. 11.Extension activity: Complete the previously prepared message about the Liberty Bell to enforce concepts being taught. a. As a class, discuss the message and fill in the blanks. Give the students the opportunity to discuss the answers to the blanks with a partner or group. b. Allow the students to write the answers on the chart. c. Have the students identify the capital letters at the beginning of the sentences and punctuation at the end.
National Symbols | Week 11
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Materials Needed: “National Symbols” chart, previously prepared chart with message Graphic organizer Patriotic Symbols
Online Related Media: Image: “The Liberty Bell” Image: “The Crack in the Liberty Bell” Extended Reading Articles: N/A
Article 5: Washington Monument (taught with “Lincoln Memorial”) Word Count: 17 Vocabulary: memorial/monument: a place designed in memory of a person, group, or event High Impact Teaching Strategies: Multiple Exposures, Structuring Lessons Lesson Plan: 1. Show the “National Symbols” chart. Review what was learned in the previous lessons. Have the students name the symbols they have learned about and share what they stand for. Give students feedback and assess their learning. Based on their answers, do any necessary reteaching. 2. Read the title of the article “Washington Monument” as a class. Write the word “monument” on the board and discuss the word. Give students the opportunity to share if they know what a monument is. Ask: a. What is a monument? (Answers may vary.) 3. Explain that a monument is a place that is built to help us remember a person, group, or event. Discuss that people build monuments to remember people and events. We have monuments and memorials that are national patriotic symbols. They help us to remember important people in history. 4. Read the “Washington Monument” article together. Show the image “George Washington,” included in related media, and point out the image of the Washington Monument in the student edition. Review previous learning about George Washington. National Symbols | Week 11
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