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Soy norteamericano


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2º grado

Estudios Sociales

Unidad: 03

Lección: 01



Duración sugerida: 5 días

Soy norteamericano

Lesson Synopsis:

The focus of the unit is learning about America’s national identity. The lesson addresses landmarks, monuments and government buildings of the United States, national symbols, and map skills. Students explore the idea of freedom and recognize some of the ways that freedom and National Identity are symbolized. Geography is included as well so that students continue to develop an understanding of where they are in the world.

TEKS:

2.1

History. The student understands the historical significance of landmarks and celebrations in the community, state and nation. The student is expected to:


2.1A

Explain the significance of various community, state and national celebrations such as Veterans Day, Memorial Day, Independence Day and Thanksgiving.

2.1B

Identify and explain the significance of various community, state and national landmarks such as monuments and government buildings.


2.3

History. The student is understands how various sources provide information about the past and the present. The student is expected to:


2.3A

Identify several sources of information about a given time period or event such as reference materials, biographies, newspapers, and electronic sources.

2.3B

Describe various evidence of the same time period using primary sources such as photographs, journals and interviews.


2.4

The student understands how historical figures, patriots, and good citizens helped shape the community, state and nation. The student is expected to:


2.4A

Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state and nation.


2.6

Geography. The student understands the locations and characteristics of places and regions in the community, state and nation. The student is expected to:

2.6B

Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico and the United States on maps and globes.


2.13

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:


2.13B

Identify historical figures such as Paul Revere, Abigail Adams, World War II Women’s Air Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.


2.14

Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:


2.14A

Recite the pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.

2.14B

Identify selected patriotic songs, including “The Star Spangled Banner” and “America the Beautiful”.

2.14C

Identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam.

2.14D

Identify how selected customs, symbols and celebrations reflect an American love of individualism, inventiveness, and freedom.


Social Studies Skills TEKS:

2.18

Social Studies Skills. The student applies critical- thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:


2.18D

Sequence and categorize information.


2.19

The student communicates in written, oral, and visual forms. The student is expected to:


2.19B

Create written and visual material such as stories, poems, maps and graphic organizers to express ideas.




Getting Ready for Instruction

Performance Indicator(s):

  • Complete a circle graphic organizer sorting symbols, landmarks and historical people related to the community, state and nation. Write a sentence explaining the relationship between the community, state and nation. (2.1B, 2.14C, 2.14D, 2.18D, 2.19B) 3C 5F




Key Understandings and Guiding Questions:

  • Los símbolos, costumbres y celebraciones importantes representan las creencias y principios de los norteamericanos que contribuyen a nuestra identidad nacional.

      • ¿Cómo nuestras costumbres, símbolos y celebraciones reflejan un amor norteamericano por la libertad?

      • ¿Cómo nuestras costumbres, símbolos y celebraciones reflejan nuestra identidad nacional?




Vocabulary of Instruction:

  • identidad nacional

  • libertad

  • patriótico

  • símbolo

  • celebración

  • contribución




Materials:

  • Refer to Notes for Teacher section for materials.


Attachments:

  • Handout: Patriotic Press (1 per student)

  • Handout: Dibuja y escribe- Símbolos, edificios y monumentos (optional, 1 per student)

  • Handout: Organizador gráfico de personajes históricos (2 per student)

  • Handout: Tarjetas para relacionar de la Semana para celebrar la libertad (cut apart, 1 set per pair of students)

  • Handout: Instrucciones del mapa de la Semana para celebrar la libertad (1 per student)




Resources and References:

  • www.bensguide.gov

  • www.whitehouse.gov

  • www.ushistory.org

  • K-12 Databases: http://web.esc20.net/k12databases/ (database searchable by students. Contact campus librarian for login information)

.

Advance Preparation:

  1. Become familiar with content and procedures for the lesson, including information about important symbols, customs and celebrations that represent American beliefs and principles that contribute to our national identity.

  2. Refer to the Instructional Focus Document for specific content to include in the lesson.

  3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

  4. Preview available resources and websites according to district guidelines.

  5. Prepare materials and handouts as needed.

  • Gather trade books, websites, videos, and sections of textbooks that relate to American landmarks, monuments, government buildings, symbols and the patriots John Hancock and Paul Revere. When selecting materials to share with students look for primary sources (materials produced when the events happened, as well as secondary sources such as(contemporary materials about the past).

  • Prepare stations for Day 1 of instruction. Include in the stations information that will help students gain information about important symbols, customs and celebrations that represent American beliefs and principles that contribute to our national identity. (Use district resources and other resources. Refer to the content TEKS listed above and the specificity on the IFD for guidance on information to include.)

  • Find a recording or video of a performance of the national anthem.




Background Information:

  • National identity – the defining criteria and shared heritage by which a people define and recognize themselves as a people. In America, components of national identity include a love of individualism, inventiveness, and freedom. These are reflected in our customs, symbols, and celebrations. Americans exhibit a love of country and freedom and celebrate people who exhibit inventiveness and individualism. These beliefs are reflected in the things we celebrate and the actions we take.




  • Customs build a shared heritage.

  • Thanksgiving Day with the customary family turkey dinner

  • Independence Day with parades and fireworks

  • Singing patriotic songs (national anthem before sporting events)

  • Starting meetings and the school day with presentation of the flag and “Pledge of Allegiance”

  • Standing for the U.S. flag at the beginning of parades, at sporting events, etc.




  • Symbols and celebrations reflect and reinforce our beliefs and heritage

  • Individualism – reflect the country’s culture, but be faithful to your own unique self

  • Our love of freedom (e.g., Constitution Day, Independence Day, Memorial Day, Veterans Day)

  • Symbols of freedom (e.g., Liberty Bell, Independence Hall, patriotic songs, U.S. flag, Uncle Sam, bald eagle)




  • Celebrations honor people who exhibit individualism and inventiveness.

  • Exhibit inventiveness (e.g., Robert Fulton)

  • Love of freedom (e.g., Paul Revere, Sojourner Truth, Veterans Day, Abigail Adams, WASPs of WW II, Navajo Code Talkers of WW II, Thurgood Marshall, Founding Fathers)

  • Exhibit individuality (e.g., Amelia Earhart)


Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures




Instructional Procedures

Notes for Teacher

ENGAGE

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

  1. Present a performance of the national anthem, The Star-Spangled Banner (many versions are available).




  1. Put students in groups of four.




  1. Distribute to each group a piece of chart paper.




  1. Students think about, discuss, and then list everything they know about the national anthem. (They can use words or pictures to describe the lyrics, places the anthem is performed, or anything else they know about it.)




  1. One student from each group shares what their group wrote about the national anthem.




  1. Teacher scribes student learning to create an anchor chart to post in the classroom.




  1. Students recite the pledge as they do every morning, this time listening for the word freedom, or other words for freedom (synonyms like liberty or independence).




Materials:

  • Recording or video of the national anthem http://www.thenationalanthemproject.org/songsamples.html

  • chart paper


Purpose:

Activate background knowledge and to hook students into Celebrate Freedom Week.


TEKS:2.14 A, 2.14B, 2.19B
Instructional Note:

Students new to the U.S. might need more exposure to the national anthem. Sporting events and the Olympics might be good examples to show students.



EXPLORE – The Patriotic People and Symbols

Suggested Days 1 and 2 (cont’d) – 40 minutes each day

  1. Set up five stations for reading, discussing, and gaining content knowledge about patriotic symbols and people. (Refer to content TEKS listed above for guidance on information to include.)

  • The Patriotic Press (Handout: Patriotic Press )

  • Trade books, social studies textbooks, and other materials with specific applicable sections identified

  • Biographical information on Paul Revere

  • Biographical information on John Hancock

  • Computers with access to approved websites and list of approved websites where students can find more information about monuments, landmarks, and people.




  1. Post a chart titled “National Identity” in the room.




  1. Share with students that the symbols, patriots, landmarks, celebrations and songs that we are learning about are all part of America’s National Identity – ways we identify who we are as a people (Americans). An identity is how we are known. All of these things that we are learning about help us know about what is important to the people of our country.




  1. Divide students into small groups (4 or fewer) that will process through the stations.




  1. Distribute the Handout: Hoja para tomar notas sobre personajes históricos (2 per student) and the Handout: Dibuja y escribe- Símbolos, edificios y monumentos (optional, 1 per student)




  1. Students visit the stations, gaining information about the topics required and taking notes on the appropriate form:

  • Handout: Hoja para tomar notas sobre personajes históricos (one for Paul Revere and one for John Hancock)

  • Handout: Dibuja y escribe- Símbolos, edificios y monumentos




  1. Students discuss, with a partner, information that they learned traveling through the stations.




Materials:

  • Books about American symbols, landmarks, and monuments

  • Biographical information on Paul Revere http://www.paulreverehouse.org/bio/

  • Biographical information on John Hancock http://bioguide.congress.gov/scripts/biodisplay.pl?index=h000149

  • chart paper


Attachments:

  • Handout: Patriotic Press (1 per student)

  • Handout: Organizador gráfico de personajes históricos (2 per student)

  • Handout: Dibuja y escribe- Símbolos, edificios y monumentos (optional, 1 per student)


Purpose:

Students gain information about national landmarks, monuments, symbols, buildings and patriots.


TEKS: 2.1B, 2.14C, 2.14D, 2.18D, 2.19B
Instructional Note:

  • There may need to be multiple stations for each category so students can visit each station in small groups of 4 or fewer.

  • The Handout: Patriotic Press is just one resource the students can use. Trade books, websites, textbooks, and videos could also be used. The Patriotic Press will give them practice reading articles. This exposure to a different form of expository text aligns with their ELAR TEKS.

  • Research materials about symbols, landmarks, Paul Revere and John Hancock need to be a mixture of primary sources (materials produced at the time of the historical event) and secondary sources (contemporary materials about the past).

  • Make sure to review all materials and websites according to district policy. A good technique is to create a links page with approved websites.




EXPLAIN – Sharing learning

Suggested Day 2 (cont’d) – 15 minutes

  1. Students discuss, with a partner, information that they learned traveling through the stations on Day 1.




  1. Students each choose two of the sentence stems below to complete and turn in. (Add other questions based on materials provided for the stations.)

  • Un importante símbolo norteamericano es (la Casa Blanca, el Tío Sam, el águila calva, la rosa). Es importante para Norteamérica porque _________.

  • Paul Revere _________________________

  • John Hancock _______________________




  1. Students place their sentences around the term national identity on the chart created during the Explore section above.




  1. Help students understand that all of these things help make up the national identity of the United States.




TEKS: 2.4A, 2.13B, 2.19B
Purpose: relate good citizenship to the historical figures studied during Celebrate Freedom Week. Relate symbols and historical figures to the national identity of the United States.

EXPLORE

Suggested Day 2 (cont’d) – 35 minutes

  1. Distribute the Handout: Tarjetas para relacionar de la Semana para celebrar la libertad (1 set per pair of students)




  1. Students play a matching game with Celebrate Freedom Cards. (Students can play Memory or Go Fish to make matches between the pictures and the definitions that go with them.)




  1. Students take turns until all the matches have been made.




  1. Students can shuffle the cards and play again to add to their familiarity with the symbols, landmarks, and their meanings.




  1. After students have played the game, they select all of the pictures and definitions that have to do with freedom.




Materials:

  • chart paper


Attachments

  • Handout: Tarjetas para relacionar de la Semana para celebrar la libertad (cut apart, 1 set per pair of students)


TEKS: 2.1A, 2.14C, 2.14D
Purpose:

Students explore national symbols, songs, landmarks, and the pledge to the flag. Students gain familiarity while exploring the idea of freedom and why it is important to the United States as a nation.




EXPLAIN

Suggested Day 3 – 20 minutes

  1. Students illustrate freedom. Students can draw the symbols and patriots that they have learned about, or they can draw something from their own experience.




  1. Students share their drawings and explain what in their drawing represents freedom.




  1. Facilitate a discussion where students share their ideas about why they think Freedom is important to America. (Allow students to share with a shoulder partner before sharing with the class. )




  1. Under their drawing, students finish the sentence stem:

    • La libertad es importante para Norteamérica porque …




Materials:

  • Paper

  • Art supplies

  • Research materials


TEKS: 2.1A,2.4A, 2.13B,2.14C, 2.14D, 2.19B
Purpose: to illustrate the students understanding of freedom and how it relates to the national identity of the United States.
Instructional Note:

Students may need guidance in knowing why freedom is important. Freedom is important because we won our freedom or independence from England. Freedom is also important because people want the freedom to make choices.



EXPLORE – Celebrate Freedom Map

Suggested Day 3 (cont’d) – 20 minutes

  1. Distribute the Handout: Instrucciones del mapa de la Semana para celebrar la libertad.




  1. Students mark their blank U.S. map following the directions on the Handout: Instrucciones del mapa de la Semana para celebrar la libertad page.




  1. Students mark on their maps locations that relate to the symbols, landmarks, government buildings, monuments and patriots that were researched earlier this week.



Materials:

  • map, blank U.S. map for each student

  • map, class U.S. map or atlases

  • colored pencils or crayons


Attachments:

  • Handout: Instrucciones del mapa de la Semana para celebrar la libertad (1 per student and 1 for display/projecting)


Purpose:

Students review learning related to Celebrate Freedom Week, as well as practice Geography skills.


TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B


EXPLAIN – Sharing the Map

Suggested Day 3 (cont’d) – 10 minutes

  1. Divide students into triads.




  1. Students take turns sharing what the markings on their maps mean, checking their learning as they share with their partners, and adjusting information on their maps.




  1. Ask students if they see a theme or a connection between the symbols they have learned about.




Materials:

  • Completed maps from Explore section


TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B
Purpose:

Provide students with an opportunity to explain the significance of the places labeled on their map.


Instructional Note:

Students should make the connection of freedom with many of the symbols and landmarks they have learned about. Ask: ¿Por qué creen que muchos de los símbolos están relacionados con la libertad? Freedom must be an important concept to Americans if it is reflected in our national anthem, pledge and national symbols.




ELABORATE Relating concepts

Suggested Day 4 – 20 minutes

  1. Facilitate a discussion where students elaborate on what they have learned, tying learning to the Key Understanding and Guiding Questions

  • Los símbolos, las costumbres y las celebraciones importantes representan las creencias y principios norteamericanos que contribuyen a nuestra identidad nacional.

      • ¿Cómo nuestras costumbres, símbolos y celebraciones reflejan el amor norteamericano por el individualismo, la inventiva y la libertad?




  1. Continue the discussion, encouraging students to relate their learning to the celebration of freedom this week.




EVALUATE – Community, State and Nation

Suggested Day 4 (cont’d) – 30 minutes

  • Complete a circle graphic organizer sorting symbols, landmarks and historical people related to the community, state and nation. Write a sentence explaining the relationship between the community, state and nation. (2.1B, 2.14C, 2.14D, 2.18D, 2.19B) 3C 5F

The local community is in the state of Texas. Texas is a state within the country of the United States.


Example of possible graphic organizer



Purpose:

Students tie the information learned about symbols, landmarks, and historical people to the idea that these things and people remind us of who we are and what is important to us (our freedom). These things and people and ideas bind us together as a community of good citizens at the local, state and national levels.


TEKS 2.1B, 2.14C, 2.14D, 2.18D, 2.19B





©2012, TESCCC 01/08/13 page of


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