2 Grade Sample NA (V2)
UNIT: GOVERNMENT
Important Documents
WEEK 6
EXPANSIVE HORIZONS
One purpose of the government is to create laws. These laws are written down and displayed in documents. The United States has important documents. They include the Constitution, the Declaration of Independence, and the Bill of Rights. These documents outline our
rights and responsibilities as citizens. Laws, treaties, and trade agreements are also considered important national documents.
ESSENTIAL QUESTION
What are the country’s important documents?
The Declaration of Independence
The Declaration of Independence explains the rights of people. It says people have the right to “life, liberty, and the pursuit of happiness.” These rights are very important. The writers of the Declaration believed governments should protect these rights. The Declaration of Independence declared that Great Britain was violating those rights. It officially broke our ties with Great Britain. This began the creation of our nation.
What rights did the Declaration of Independence explain? Circle the answer in the article.
Part 1: The Preamble Introduction, defines our goals
The Constitution
The Constitution of the United States is the country’s law. It protects our natural rights. It defines our civil rights. The Constitution has three parts. The preamble explains the purpose of the document. The Articles explain how the government should be run. They define the power of the government. The Articles ensure that no branch has too much power. The Constitution checks the balance of power. It helps the power remain with the people. The Amendments are changes made after the Constitution was written.
Part 2: The Articles Establishes how the government will run. There are seven.
Point to the part of the Constitution that explains how the U.S. government runs.
Part 3: The Amendments The 27 changes made to the constitution. The first 10 amendments are called the Bill of Rights.
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Amendments
Changes to the Constitution are called amendments. Amendments are additions designed to make a document better. The first 10 amendments are known as the Bill of Rights. They are not the only amendments that have been made over the years. Amendments made slavery illegal. Amendments gave women the right to vote. Amendments established the voting age as 18. Today, there are 27 amendments to the Constitution.
The Bill of Rights The Bill of Rights is the first 10 amendments to the Constitution. It was created to limit how the government can control our lives. It ensures the basic rights of the people. It explains our rights as citizens. You have rights in school because of the Bill of Rights. You have the right to free speech. This means you can say what you think. It is important to be respectful when you say what you think. You have the right to be treated fairly, no matter what you look like or where you are from.
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Name ________________________________________________________________________________
Complete the table with your ideas about the country’s important documents. Why Do We Have Important Documents? Important Documents Purpose Important Information
Declaration of Independence
Constitution of the United States
Bill of Rights
UNIT: CIVICS
Patriotism
WEEK 12
EXPANSIVE HORIZONS
Patriotism is a feeling of love for your country. Citizens feel patriotic for many reasons. We feel patriotic because of the freedoms we enjoy. We can feel patriotic when we think about people who protect our freedoms. We can feel patriotic because of the beauty of our country. Symbols of the United States make us feel patriotic. When we say the Pledge of Allegiance or sing the national anthem, we can feel patriotic.
ESSENTIAL QUESTION
What is patriotism?
The American flag is a symbol of freedom. The flag has 13 stripes. There are seven red stripes and six white stripes. The stripes represent the first 13 states in the United States. The flag has 50 stars. There is one star for each state. The stripes on the flag are all the same width. The flag is a patriotic symbol of America. The American Flag
We celebrate our flag on June 14. We call this Flag Day. Flying a flag on Flag Day is a way to show that you honor your country. The flag helps to remind us that we are all part of a community. Flag Day
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Pledge of Allegiance
Francis Bellamy wrote the Pledge of Allegiance. He hoped that the pledge would be used by citizens. The word pledge means we are making a promise. The word allegiance means loyalty. We show loyalty and patriotism by learning the words and meaning of the Pledge of Allegiance.
A national anthem is the official song of a country. It represents the country’s values. The U.S. national anthem was written by Francis Scott Key. He wrote it during the War of 1812. He was on a ship in the harbor. He saw a British ship that was attacking Fort McHenry in Maryland. Key was worried about the American men in the fort. In the morning, he could still see the American flag flying. He was very glad. The experience inspired him to write the “The Star-Spangled Banner.” It was made the official national anthem in 1931. We sing this song to show patriotism for the United States. The National Anthem
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Name ________________________________________________________________________________
We sing other songs to show how we feel about the United States. “America the Beautiful” is a song about how beautiful the country is. Patriotic Songs
Pledge of Allegiance Activity
Fill in each box with the definition of the highlighted word from the Pledge of Allegiance.
I pledge allegiance allegiance to the flag
of the United States of America,
and to the republic for which it stands,
one nation under God, indivisible,
with liberty and justice for all. for all.
UNIT: GEOGRAPHY
Map Skills
WEEK 17
EXPANSIVE HORIZONS
World Map
Globes
The world is a big place. You would have to travel 25,000 miles to go all the way around the middle of the Earth. However, you don’t have to travel at all to see what the Earth looks like. Globes are 3D models of the Earth. They show the shape of our planet. You can see where water and land are located. Globes show us the big picture.
Globe
GUIDING QUESTION
ESSENTIAL QUESTION
How do I read a map?
Map Skills
Maps are flat drawings of places around the world. We can learn a lot by studying maps. Maps can show us towns, states, countries, and continents. They can help us find where a place is located. We can use maps to get from one place to another. A map can help us find the direction we need to travel. Maps also show us the distance between places.
There are different kinds of maps. Political maps show us how places are divided. They show the borders that governments make. These border lines divide cities, states, and countries. Political Maps
A map’s legend explains the symbols and colors on the map. Some maps call this a key. Legend/Key
Title Many maps have a title. The title tells us what the map is about.
Circle every Legend/Key in this issue.
Highlight the map titles in this issue.
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Map tools help us read and understand maps. Maps usually include a title, a legend, and a compass rose. Many also include labels and a scale. Reading Maps
Physical Maps
Distance is how far one place is from another place. A scale is a map tool that shows distance. The scale measurement represents a real distance. For example, one inch on a map might represent 800 miles on the Earth. Scale
A physical map shows the location of natural features. Physical maps help us find rivers, oceans, and other bodies of water. They also show landforms. Landforms include mountains, plains, and more.
Compass Rose
The compass rose is a symbol. It shows directions. The four main directions are called cardinal directions. They are north, south, east, and west. There are other directions in between these directions. They are called intermediate directions . For example, northeast is between north and east. Southwest is between south and west.
Which article is north of the Physical Map of the United States?
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Name ________________________________________________________________________________
Using the vocabulary words, fill in each box with the right label for the picture. Fill in the Labels title compass rose satellite globe scale legend/key Technology in Geography Technology has helped us create new types of maps. Satellites take pictures of the Earth. These pictures from space help us create better maps. Radar images help weather forecasters track the weather. Radar images help us know if it will be rainy or sunny. Weather forecasters use this information to create weather forecast maps. GPS Technology in our phones allows us to type in directions and follow a digital map.
Satellite
Radar Weather Map
UNIT: ECONOMICS
Economic Choices
WEEK 27
EXPANSIVE HORIZONS
Work helps communities grow. Work is an activity that makes a good or provides a service. It can be physical or mental. Baking and firefighting are physical work. Writing and doing math are mental work. A job is work we do to earn money. Income is the money a person earns for doing their job. People use income to pay for their needs and wants.
ESSENTIAL QUESTION
What can people do with money?
Spending Economic Choices
Spending means using money to pay for goods or services. Spending your money carefully takes thought. There are many choices to make. People must choose where to spend their money. They also must choose how much they are willing to pay. The goods and services we need and want do not always cost the same. For example, not all shoes cost the same amount. Responsible people make wise decisions about spending their money.
What would you like to save money for?
Saving Saving is keeping some of your money for the future. When you save money, you must decide where to keep it safe. Many
people save money in a bank or credit union. This helps them to save up for something expensive. For example, people might save money for a vacation, house, or car. Sometimes we only need to save for a short amount of time. You can save money at home in a piggy bank, wallet, or safe. This works to save for less expensive things, like a new toy or shirt.
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Donating
Donating is giving part of what you have to others. Donations can be money, resources, or time. Many people donate resources such as food and clothing. People donate extra food to a food bank for those who need it. Others donate money to people and organizations that solve community problems. You can also donate your time by serving others. When you volunteer to clean a park, you are donating time.
Highlight three ways someone can donate.
Banks, Credit Unions, and Credit Cards Many people save their money in a bank or credit union. You can set up a checking or savings account, where you can store your money. Banks can also help you invest your money. People can ask for a loan from a bank. A loan is money a bank gives to someone so they can pay for something expensive. When someone takes a loan, they agree to pay the money back to the bank. They also pay interest on the loan. Interest is extra money we pay back over time in order to use money now. Many banks and other companies give people credit cards. Credit cards are small pieces of plastic. They let you buy something now and pay for it later. People who have credit cards agree to pay the money back each month. They also pay interest if they don’t pay the full amount they owe every month.
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Name ________________________________________________________________________________
We can set goals for spending, saving, donating, or investing our money. When we plan how we spend and earn money, we call that a budget . Setting goals and creating a budget helps people pay for things they need and want. Budgets change as wants and needs change. Earning, saving, and spending are parts of a budget. It is important that when people are creating a budget they set short-term and long-term goals. This helps people make decisions between wants and needs. Creating a Budget
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Summary of the Week: Students will learn about important documents of the United States. They will learn what the purpose is for these documents and why they are important to the United States. Standards: N/A Teacher Background Knowledge: N/A Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● The “hands-up pair-up” activity requires movement. Be sensitive to students who are unable to move freely, and provide other options for this activity. Essential Question: What are the country’s important documents? Learning Objective: Students will be able to explain how important documents affect how the country is run and the freedoms people have. “I Can” Statement: I can explain how important documents affect how a country is run amendments: additions designed to make a document better the Bill of Rights: the first 10 amendments to the Constitution the Constitution: the law of the country the Declaration of Independence: a document that explains the rights of people Language for Social Studies Learning: N/A Critical Thinking Question: How does a document control what people do? Let’s Draw or Write: ● What kind of freedoms would you include in a Classroom Bill of Rights? ● What problems do you think would arise if our country had no Constitution or laws? and the freedoms that people have. Student Edition Vocabulary and Phrases:
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Wellness Questions: ● In what way could a document change your life? ● Why do you think communities and countries should have laws written in documents? Weekly Assessment Questions: 1. What document says all people have the right to liberty? a. the United States Constitution b. the Emancipation Proclamation c. the Declaration of Independence 2. Select all that apply: Identify the parts of the Constitution. Choose two. a. Appendix b. Articles 3. True or false: The Bill of Rights is the first 10 amendments to the Constitution. 4. Fill in the blank: The Declaration of Independence says that people have the right to pursue happiness . Distractors: freedom; money 5. Matching: Match each document with its purpose: Constitution: explains how the government should be run Bill of Rights: limits governmental control Declaration of Independence: officially broke ties with Great Britain 6. Fill in the blank: An amendment is an addition to a document to make it better. Distractors: appendix; article 7. What is not an important United States document? c. Chapters d. Preamble e. References
a. the Bill of Rights b. the Constitution c. the United Nations Charter 8. Why was the Declaration of Independence written?
a. to declare an end to the War of 1812 b. to create a new national government c. to officially break ties with Great Britain
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Student Edition Week 6
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Present Guiding Question to Class: Present the essential question, learning objectives, and student “I can” statements. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Important Documents Word Count: 57 Vocabulary: N/A High Impact Teaching Strategies: Collaborative Learning, Explicit Teaching Lesson Plan: 1. Have students call out documents that they think are important. (driver’s license, passport, birth certificate, contract, identity card, library card, etc.) 2. Give students a minute to reflect on what makes each of the documents they mentioned important. What do the documents allow them to do? What do they think about important documents? Have them discuss this with a partner. 3. Read the article. 4. Explain to students that every country has its own important documents. Explain that some of these documents have laws written on them. People can refer to these documents in order to ensure that something is not against the law. 5. Encourage students to ask questions. 6. As a class, identify the main idea in the article. (Governments make laws and display them in important documents.) 7. Have students copy the main idea in their interactive notebooks. Article Assessment Questions: 1. Where are laws written down? a. documents b. letters c. newspapers d. notes 2. What is not an important document of the United States? a. the Bill of Rights b. the Attorneys’ Guide c. the United States Constitution d. the Declaration of Independence Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
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Article 2: The Declaration of Independence Word Count: 66 Vocabulary: the Declaration of Independence: a document that explains the rights of people High Impact Teaching Strategies: Collaborative learning, Questioning Lesson Plan: 1. Show the video “Rights: Life, Liberty, and the Pursuit of Happiness - 2nd.” Give students a purpose for listening. They should make a note of the main idea and one supporting idea from the video. Have students respond and write all the ideas on the board. Work as a class to find the connections and come to a main idea. Consider watching the video twice. 2. Display the image of the Declaration of Independence, from related media. 3. Read the article. Have students underline the word “rights” each time you read it. 4. Discuss the following questions together. a. What are rights? (Right are freedoms people have; you may need to explain this, as it is not explicitly stated.) b. What are some examples of rights? (Rights are things like life, liberty, and the pursuit of happiness.) c. What is the purpose of the Declaration of Independence? (It declared our separation from Great Britain. It explains our rights.) d. What do you think the pursuit of happiness means? (being able to do what makes you happy) e. What do you think liberty means? (the ability to move about freely) f. Why are these rights important? (Answers will vary.) 5. Distribute the graphic organizer Declaration of Independence Main Idea Web. Have the students use the article to fill in the bubbles and then write a summary about the Declaration of Independence. 6. Using the “hands-up, pair up” strategy, have students share their summaries. Have the students stand up and put a hand up. When you say, “Go,” students will walk toward a partner whose hand is up. They match up with a high five. Next, the students share their information and put their hands up when they are done. When everyone is ready for another round, say, "Hands up, pair up," and students switch to a new partner. Have students pair and share with one or two partners. 7. Have the students put the organizer in their interactive notebooks. Have the students add anything new they learned from their partners. Article Assessment Questions: 1. What is not a right in the Declaration of Independence?
a. education b. happiness c. liberty d. life
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2. What is one purpose of the Declaration of Independence? a. to make enslavement illegal b. to break ties with Great Britain c. to organize a new government d. to give women the right to vote Materials Needed: Graphic organizer Declaration of Independence Main Idea Web
Online Related Media: Video: “Rights: Life, Liberty, and the Pursuit of Happiness - 2nd” Extended Reading Articles: N/A Article 3: The Constitution Word Count: 84 Vocabulary: the Constitution: the law of the country High Impact Teaching Strategies: Questioning, Collaborative learning Lesson Plan:
1. Show students a copy of the Constitution of the United States, from related media. 2. Create an anchor chart to explain and show the purposes and the parts of the Constitution (Preamble, Articles, and Amendments). 3. Read the article as a class. Invite students to underline any phrases that describe the purpose of the Constitution. (provides the structure of our government, protects our natural rights, defines or explains our civil rights) 4. Give students the graphic organizer Our Classroom Constitution. Review the purpose of the United States Constitution, and explain that students need to try and create a classroom constitution that covers the same main ideas. (What should the classroom “government” structure look like? What rights and responsibilities are important for our classroom?)
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5. Have students complete the graphic organizer with a partner or small group. 6. Have students add the graphic organizer Our Classroom Constitution to their interactive notebooks. 7. Have students write a one-sentence summary of the main idea of the article. Article Assessment Questions: 1. What does the Preamble do? a. explains the purpose b. outlines individual rights
c. gives power to the people d. lists rules for the government 2. Who has the power in a country?
a. the judges b. the people c. the president d. the government
Materials Needed: Graphic organizer Our Classroom Constitution
Online Related Media: Image: “The Constitution” Extended Reading Articles: N/A
Article 4: Amendments Word Count: 66 Vocabulary: amendments: additions designed to make a document better High Impact Teaching Strategies: Explicit Teaching, Collaborative learning
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Lesson Plan: 1. Read the article and invite questions from students about anything they didn’t understand. 2. Write the word “Amendment” on the board. 3. Post your classroom rules. Review what they say. Ask students if there are any of the rules they wish to change and, if so, why. Give them a minute to think about this and share with a partner. 4. Break the class into small groups and have each group write its own suggested amendments for the class rules. 5. Share the image “Constitution Signatures,” found in related media. Be sure each group signs their names at the bottom of their suggested amendments. 6. Have groups share their amendments. Note: If there are amendments that would work well for your classroom, you may want to go through the process of voting to ratify them. You could then display them with the classroom rules if any of them are adopted. 7. Have students write a definition for the word “amendment” in their interactive notebooks. Article Assessment Questions: 1. Why are amendments added to a document? a. to make it better
b. to add more states c. to take away rights d. to protect prisoners 2. How many amendments have been made to the Constitution?
a. 14 b. 27 c. 28 d. 29
Materials Needed: N/A Online Related Media:
Image: “Constitution Signatures” Extended Reading Articles: N/A
Article 5: The Bill of Rights Word Count: 95 Vocabulary: the Bill of Rights: the first 10 amendments to the Constitution High Impact Teaching Strategies: Collaborative Learning, Explicit Teaching, Feedback
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Lesson Plan: 1. Show students an image of the Bill of Rights, in related media. Although they may not see the text on it clearly, ask them what they think the term “Bill of Rights” suggests. Give them a minute or two to think about it and share with a partner. 2. Read the article. 3. Be sure to remind the students that the Bill of Rights is part of the Constitution. The Bill of Rights was written by James Madison. It was added to the Constitution to ensure that our individual rights are protected. 4. Have the students discuss the following questions with a partner. Have them write their thoughts in their interactive notebooks. 5. Combine partnerships into bigger groups and have them share their ideas. 6. Monitor discussion for misconceptions and give feedback, as necessary. 7. Have students write a one-sentence summary of the article. Article Assessment Questions: 1. How many amendments are in the Bill of Rights? a. 7 a. Why is it important to protect rights? b. How does a document protect rights?
b. 10 c. 17 d. 27 2. What does the Bill of Rights limit? a. citizens’ rights
b. the government c. number of states d. population of the U.S.
Materials Needed: N/A Online Related Media: Image: “Bill of Rights” Extended Reading Articles: N/A
Article 6: Why Do We Have Important Documents? Word Count: 11 Vocabulary: N/A High Impact Teaching Strategy: Multiple Exposures Lesson Plan: 1. A table has been provided for this activity in the student edition. 2. Have students complete this activity in pairs or in groups of no more than four students.
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3. Once groups are finished, put the right answers on the board for students to correct their work, if necessary. Have students cut out and paste the graphic organizer into their interactive notebooks. Article Assessment Questions: N/A Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Additional Answer Keys:
Why Do We Have Important Documents?:
Important Documents
Purpose
Important Information
Declared independence of the United States from Great Britain. It established the law of the country. It protects natural and civil rights of citizens. It protects individual freedoms of citizens. Limits how the government can control our lives.
Everybody has a right to life, liberty, and the pursuit of happiness. It explains how the government should be run. It has three main parts: the preamble, the articles, and the amendments. It is the first 10 amendments in the Constitution.
Declaration of Independence
Constitution of the United States
Bill of Rights
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Name ___________________________________________________________
Date _____________
Studies Weekly Second Grade: Expansive Horizons
Important Documents Week 6 Assessment
1. What document says all people have the right to liberty? a. the United States Constitution b. the Emancipation Proclamation c. the Declaration of Independence
2. Identify the parts of the Constitution. Choose two. a. Appendix b. Articles
c. Chapters d. Preamble e. References
3. The Bill of Rights is the first 10 amendments to the Constitution. True False
4. Choose the word that best completes the sentence. TThe Declaration of Independence says that people have the right to pursue __________. freedom happiness money
5. Match each document with its purpose: Bill of Rights
explains how the government should be run
Constitution
limits governmental control
Declaration of Independence
officially broke ties with Great Britain
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7. What is not an important United States document? a. the Bill of Rights b. the Constitution c. the United Nations Charter 8. Why was the Declaration of Independence written? a. to declare an end to the War of 1812 b. to create a new national government c. to officially break ties with Great Britain
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Summary of the Week: This week introduces the idea of patriotism and love for one’s country. It sets up the things that people can feel patriotic about. Standards: N/A Teacher Background Knowledge: N/A Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● Sometimes people may not feel the same way about patriotic symbols. This may be due to their religious beliefs or something else they feel strongly about. One of the freedoms that citizens of the United States have is that they can respond to patriotic symbols almost any way they like. ● There are songs and videos in many lessons this week. Provide alternative options, such as lyrics, for students who are hard of hearing. Essential Question: What is patriotism? Learning Objectives: ● Students will be able to identify two patriotic songs and define terms from the Pledge of Allegiance. ● Students will be able to explain how to honor the flag of the United States. “I Can” Statements: ● I can identify two patriotic songs, define terms from the Pledge of Allegiance. ● I can explain how to honor the flag of the United States. Student Edition Vocabulary and Phrases: allegiance : loyalty
national anthem: the official song of a country patriotism : a feeling of love for your country pledge : making a promise
Language for Social Studies Learning: N/A
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Critical Thinking Questions: ● Do you think patriotism helps unite our country? How? ● Why is it important to know the words to the national anthem? Let’s Draw or Write: ● Draw a picture to represent what patriotism means to you. ● Write a story about a time you felt patriotic. Wellness Questions: ● If making a pledge is making a promise, what pledge can you make to help your classroom become a better place each day? ● Imagine someone suggests that we should get a new design for our flag. Do you agree or disagree? ● Who do you think is very patriotic? Write about why you think so. Weekly Assessment Questions: 1. What do the stripes on the American flag represent? a. the first 13 states
b. the number of U.S. presidents c. the signers of the Constitution 2. Fill in the blank: “ Pledge ” means to make a promise. Distractors: “Allegiance”; “Patriotism”
3. True or false: The American flag is a symbol of freedom. 4. Fill in the blank: Patriotism is a feeling of love for your country. Distractors: Allegiance; Pledge 5. True or false : Only people in the military say the Pledge of Allegiance. 6. Who wrote “The Star-Spangled Banner”?
a. Thomas Jefferson b. Abraham Lincoln c. Francis Scott Key 7. Why do people sing songs about their country?
a. to be patriotic b. to make friends c. to cheer a team
8. Open response: How do we show respect for the flag? (Answers may include but are not limited to: hang the flag properly; do not let the flag touch the ground; the stars should show when the flag is folded; stand and put your right hand over your heart when the flag enters or leaves a room.)
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Student Edition Week 12
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Present Guiding Question to Class: Present the essential question, learning objectives, and student “I can” statements. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Patriotism Word Count: 73 Vocabulary: patriotism : a feeling of love for your country High Impact Teaching Strategies: Multiple Exposures, Collaborative Learning Lesson Plan: 1. Read the poem “America the Beautiful” to the class. Encourage the students to focus on how they feel when you read the poem. 2. Have students turn to a neighbor and share how they felt during the reading, using the following questions to guide the discussion: a. What did the words make you think of? b. How did the imagery make you feel? c. Did the imagery remind you of a special place or a feeling? 3. Monitor the conversations and choose a few students to share. 4. Invite the students you chose to share what they talked about. Students should share what their partner said. Write their ideas on the board. Ask for others to add their ideas. 5. Write the words “patriotism” and “patriotic” on the board. 6. Students should pick a new partner and read the article together. Have them underline information from the article that they think helps them describe what these two words mean. 7. Have students share these ideas. Write them on the board. 8. Using the I Am Patriotic graphic organizer, students should draw an image of something that makes them feel patriotic or shows how they love their country. Then, have them write a short descriptive paragraph about their drawing. They can describe how or why it makes them feel that way. Note: Be sensitive to students who may feel love for another country. Allow students to draw about whatever place makes them feel patriotic. 9. Display students’ drawings for a few days, then have them put the drawings in their interactive notebooks. Article Assessment Questions: 1. What is patriotism? a. working as a team
b. love for one’s country c. freedom to speak freely d. electing political leaders
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2. What is one reason people feel patriotic? a. freedoms b. the highway c. sports d. the weather Materials Needed: Colored pencils Graphic organizer I Am Patriotic
Online Related Media: Image: “America, the Beautiful” Extended Reading Articles: “America the Beautiful”
Article 2: The American Flag Word Count: 63 Vocabulary: N/A High Impact Teaching Strategies: Multiple Exposures, Explicit Teaching Lesson Plan: 1. Optional: Tell students they will be sharing what they learn about the flag of the United States with first grade students. 2. Display the flag of the United States. Ask students what they see. 3. Show students the video “Flags and the Pledge of Allegiance - 2nd.” 4. Have the students read the article individually. 5. Discuss each part of the flag. Students can look back at the article to support their answers. a. stars: 50 now, one for each state b. stripes: 13, one for each of the first states c. red and white stripes: equal in width to show equality for all Patriotism | Week 12
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d. the whole flag: symbol of America 6. How do we show respect for the flag? a. Show students how the flag hangs properly, with the stars in the top left.
b. The flag never touches the ground. c. When folded, the stars are showing.
7. Divide the class into four groups. Use the Four Corners strategy, and put one of the following questions in each corner. Have students divide a page in their interactive notebooks into four boxes. They should number each box. a. Question #1: How do you feel when you see the flag of the United States? b. Question #2: What does patriotism mean to you? c. Question #3: Why is patriotism important? d. Question #4: How is the American flag a symbol? 8. Give the students the opportunity to share their writing. Consider taking the class to a first grade class so they can share their writing about the flag with those students. Article Assessment Questions: 1. What is the American flag a symbol of? a. enjoyment b. freedom c. happiness d. strength 2. How many stars are on the flag?
a. 15 b. 25 c. 50 d. 52
Materials Needed: N/A Online Related Media: Video: “Flags and the Pledge of Allegiance - 2nd” Extended Reading Articles: N/A
Article 3: Flag Day Word Count: 42 Vocabulary: N/A High Impact Teaching Strategies: Multiple Exposures, Collaborative Learning, Questioning Lesson Plan: 1. Have a class discussion about special days we celebrate during the year. (birthdays, Christmas, Halloween, New Year’s, July 4, etc.) a. Why do we have these special days? b. Why are they important? c. How do we celebrate them?
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2. Have the students read the article with a partner.
a. What is the important day this article talks about? (Flag Day) b. What do celebrating and honoring mean? (participating in something, respecting something) c. Why is celebrating and honoring Flag Day important? (It helps us be patriotic.) 3. Tell students they have been given the task to come up with a list of rules for honoring and using the flag of the United States. 4. Give students the chance to quiz each other on their lists. Have them glue the lists in their interactive notebooks. Article Assessment Questions: 1. What day of the year is Flag Day? a. July 4 b. June 14 c. January 1 d. December 25 2. Why is the flag flown on Flag Day? a. to mark territory b. to warn neighbors c. to honor the country d. to celebrate the president Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A Article 4: Pledge of Allegiance (taught with “Pledge of Allegiance” Activity) Word Count: 47 Vocabulary: allegiance : loyalty pledge : make a promise High Impact Teaching Strategies: Multiple Exposures, Collaborative Learning Lesson Plan: 1. Write the words “pledge” and “allegiance” on the board. 2. Show the students the video “The Pledge of Allegiance Intro.” 3. Have students pair up and define the two words. 4. Next, have the students read the article and underline the definitions of the two words. a. pledge (means we are making a promise) b. allegiance (means loyalty) 5. Have the students turn to the page 4 activity and say the Pledge. Point out the
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empty boxes. Have the students fill in the boxes with the definitions of the words. a. pledge: a promise b. allegiance: loyalty (being reliable) c. liberty: freedom d. justice: fairness for all 6. Have students practice reciting the Pledge in pairs. They should alternate between the “coach” and “player” roles. Give them a few minutes to go back and forth a few times. 7. Use the American Flag - The Pledge of Allegiance graphic organizer, and encourage students to write the Pledge of Allegiance from memory. To support students, tell them to do their best with spelling hard words. Encourage them to use their best handwriting. Have them color the image of the flag and glue it into their interactive notebooks. Article Assessment Questions: 1. Who wrote the Pledge of Allegiance? a. Betsy Ross
b. Francis Bellamy c. Benjamin Franklin d. George Washington 2. What does “allegiance” mean?
a. allege b. legacy c. loyalty d. patriot
Materials Needed: Graphic organizer American Flag - The Pledge of Allegiance
Online Related Media: Video: “The Pledge of Allegiance Intro” Extended Reading Articles: N/A
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Article 5: The National Anthem Word Count: 108 Vocabulary: national anthem: the official song of a country High Impact Teaching Strategies: Questioning, Multiple Exposures Lesson Plan: 1. Show the class the video “U.S. National Anthem Intro.” 2. Read the article to the class. Then, use the following prompts:
a. Was there anything new that you learned? b. Did you learn anything that surprised you? c. Share your thoughts with a friend.
3. Play the “U.S. National Anthem” and have the students listen. They should give a thumbs-up if they recognize the tune. Note: There is an audio version of the music in related media, if needed. 4. Play the song again and give students the opportunity to sing along. Article Assessment Questions: 1. What is the title of the national anthem? a. “Stars and Stripes”
b. “Red, White, and Blue” c. “America the Beautiful” d. “The Star-Spangled Banner” 2. Where was Francis Scott Key when he saw the flag?
a. on a ship b. in a hotel c. riding a bike d. talking to soldiers
Materials Needed: N/A Online Related Media: Video: “U.S. National Anthem Intro” Audio: “U.S. National Anthem” Extended Reading Articles: N/A
Article 6: Patriotic Songs Word Count: 25 Vocabulary: N/A High Impact Teaching Strategy: Multiple Exposures Lesson Plan:
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1. Play the audio “U.S. National Anthem,” from the previous lesson. Ask the students to whisper to a neighbor what song this is. (the national anthem) 2. Next, have the students read the article. Circle the title of the patriotic song in the article. (“America the Beautiful”) 3. Play the first verse of "America the Beautiful" to the class. Have the students look at the lyrics of the song “America the Beautiful” so they can see how the words fit the tune. 4. Use the America the Beautiful Song graphic organizer. 5. Students should fill in the blanks with the words from the song and draw a favorite image of America. 6. Have them glue these into their interactive notebooks. Article Assessment Questions: 1. Which song talks about America’s beauty? a. “Glory, Glory” b. “Love of Country”
c. “America the Beautiful” d. “America We Hail Thee” 2. What type of song is “America the Beautiful”?
a. a ballad b. a march c. patriotic d. sorrowful
Materials Needed: Graphic organizer America the Beautiful Song
Online Related Media: Audio: “U.S. National Anthem” Extended Reading Articles: N/A
Article 7: Pledge of Allegiance Activity (taught with “Pledge of Allegiance”)
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Word Count: N/A Vocabulary: N/A High Impact Teaching Strategies: N/A Lesson Plan: 1. See “Pledge of Allegiance” article for lesson plan instructions. Article Assessment Questions: N/A Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Additional Answer Keys: N/A
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Name ___________________________________________________________
Date _____________
Studies Weekly Second Grade: Expansive Horizons
Patriotism Week 12 Assessment
1. What do the stripes on the American flag represent? a. the first 13 states
b. the number of U.S. presidents c. the signers of the Constitution
2. Choose the word that best completes the sentence. __________ means to make a promise. “Allegiance” “Patriotism” “Pledge”
3. The American flag is a symbol of freedom. True False
4. Choose the word that best completes the sentence. __________ is a feeling of love for your country. Allegiance Patriotism Pledge
5. Only people in the military say the Pledge of Allegiance. True False
6. Who wrote “The Star-Spangled Banner”? a. Thomas Jefferson b. Abraham Lincoln c. Francis Scott Key
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7. Why do people sing songs about their country? a. to be patriotic b. to make friends c. to cheer a team
8. How do we show respect for the flag? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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Unit Summary: In this unit, students will learn about maps and map tools that help them read a map. They will use maps to locate places and identify features. Students will learn about human characteristics and human interactions with the environment. They will identify a local problem and make a plan to fix it. Students will also learn about characteristics of culture, reasons why people move, and regions of the world.
Unit Standards: N/A Table of Contents: Week 17: Map Skills Week 18: Location Week 19: Physical Features of Places Week 20: Human Characteristics of Places Week 21: Humans and the Environment Week 22: Movement
Week 23: Culture Week 24: Regions Unit Essential Question: How can I learn about and describe places? Unit Learning Objectives: ● Students will be able to identify different types of maps and map tools that help them read a map. ● Students will be able to locate places, such as continents and oceans, their hometown, state, and North America on a map and a globe. ● Students will be able to identify physical features of their community and describe their community using physical features. ● Students will learn about human characteristics of places. ● Students will be able to explain the human characteristics of their environment and how humans interact with their environment. ● Students will be able to identify positive and negative human interactions with the environment. ● Students will identify a problem in the local environment and make a plan to fix it. ● Students will learn about the reasons people move and be able to explain some reasons why people moved to the United States.
● Students will be able to identify different characteristics of culture. ● Students will be able to locate and describe a region of the world.
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Unit “I Can” Statements: ● I can identify different types of maps. ● I can identify map tools that help people read a map. ● I can use maps to locate places. ● I can label continents and oceans on a map. ● I can identify different types of physical features and label them on a map of my community. ● I can describe my community using physical features. ● I can use maps and globes to locate my hometown, state, and North America ● I can identify positive and negative human interactions with the environment. ● I can identify a problem in the local environment and make a plan to fix it. ● I can explain some reasons why people moved to the United States. ● I can identify different characteristics of culture. ● I can locate and describe a region of the world. Unit Assessment: The print version of this assessment is included at the end of week 24. ● I can locate my state's capital and the national capital. ● I can explain the human characteristics of my environment.
Use these sources to answer the questions.
A:
B:
C:
D:
E:
F:
G: 1. Fill in the blanks: Source A does not have a title . Distractors: #1: B; E #2: scale; compass rose Map Skills | Week 17
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2. What source would help an explorer travel across North America? a. Source B b. Source E c. Source F 3. Look at Source F. What grid lines locate Missouri?
a. E, 17 b. F, 16 c. K, 14 4. True or false : Use Sources A and E to answer this question. There are mountains in the Northeast Region. 5. Look at Source B. What is the climate of Miami? a. Monsoon a. A b. B c. C 7. True or false : Use Sources A and G to answer this question. This human characteristic can most likely be found in the Midwest Region. 8. Use Source D to answer this question. What resources are found in the West Region? Choose two. a. cattle b. cotton c. lumber d. silver e. soybeans 9. Use Sources A and F to answer this question. What region is grid line C, 21? a. Midwest b. Tropical Savanna c. Humid Subtropical 6. Look at Source C. What letter represents Africa? 10.Open response: Use Source A to answer this question. Why do people in the Southwest Region speak Spanish more than any other region? (Key concepts: The region is next to Mexico; many immigrants enter the Southwest from Spanish-speaking countries. Students may also state that the area was once under Spanish rule.) b. Northeast c. Southeast
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Summary of the Week: Students will learn about the different kinds of maps and map tools and what they are used for. Teacher Background Knowledge: N/A Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● For activities that require students to stand, provide alternative solutions for students who are unable to stand, if necessary. ● There are connections between the concept of hand tools and map tools. This is an opportunity to expand students’ understanding of metaphor. For example, explain the comparison between how tools make it easier for a carpenter to make a table and how map tools make it easier to read a map. Essential Question: How do I read a map? Learning Objectives: ● Students will be able to identify different types of maps. ● Students will be able to identify map tools that help them read a map. “I Can” Statements: ● I can identify different types of maps. ● I can identify map tools that help people read a map. Student Edition Vocabulary and Phrases: cardinal directions: north, south, east and west compass rose: a symbol that shows directions distance: how far one place is from another place globe: a 3D model of the Earth intermediate directions: directions between cardinal directions (e.g., northwest, southeast) legend/key: explains what the symbols and colors on the map represent maps: flat drawings of places around the world map tools: things that help us read and understand maps
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physical map: shows the location of natural features political map: shows us how places are divided satellites: machines that take pictures of the Earth scale: a tool on a map that represents the distance between places title: tells us what the map is about
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. technology: using scientific knowledge to make things that solve problems Critical Thinking Questions: ● How might traveling be different if we didn’t have maps? ● What types of problems do maps help people solve? ● Why is it important to know where places are? Why does it matter? Let’s Draw or Write: ● Draw three things you might see on a physical map, but not on a political map. ● Imagine you are trying to tell your friend how to get to your house from school. Give them directions using cardinal and intermediate directions. Use specific locations they might see. Be descriptive. Be sure to include time order words like first, next, then, last. Describe what your house looks like so they know they have arrived. Wellness Question: What types of problems do maps help people solve? Weekly Assessment Questions:
1. True or false : Map tools are used to build a house. 2. Labeling: (image) Complete the compass rose.
labels: East; North; Northeast; Northwest; South; Southeast; Southwest; West 3. Fill in the blank: Study the map.
Louisiana is south of Arkansas. Distractors: east; west
Map Skills | Week 17
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