Grade 2

Social Studies

Unit: 06 Lesson:01

Lesson Synopsis

In this lesson, students learn about good citizens. They learn about examples of good citizens in the local community, the state, and the nation, including veterans and how we honor veterans as a nation.Students also use geographic tools to learn about placesveterans served and use timelines to learn more about veterans and patriotic holidays.

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.
2.13 / History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
2.13A / Identify characteristics of good citizenship including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
2.13B / Identify historical figures such as Paul Revere, Abigail Adams, Women Air Force Service Pilots (WASPs) of WWII, and Navajo Code Talkers and Sojourner Truth who have exemplified good citizenship.

Social Studies SkillsTEKS:

2.18 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
2.18A / Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.
2.18B / Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts.
2.18C / Use various parts of a source, including the table of contents, glossary, and index, as well as keyword internet searches, to locate information.
2.19 / Social studies skills. 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):
  • Write a poem about a good citizen whose life is celebrated by a community. Illustrate the poem and explain orally the person’s influence on the community, state or nation. (2.13AB, 2.19B)

2.1A; 2.3D; 2.5B

Key Understandings and Guiding Questions:
  • Las personas de una comunidad con frecuencia celebran las vidas de otras personas que fueron ejemplo de buen civismo.

—¿Quiénes son las personas que han tenido una influencia en nuestra ciudad, estado y nación?

—¿Cómo las decisiones que tomaron buenos ciudadanos han influido en nuestra ciudad, estado y nación?

—¿Cómo celebran distintas comunidades las vidas de personas que fueron ejemplo de buen civismo?

Vocabulary of Instruction:

©2013, TESCCC05/06/13page 1 of 10

Grade 2

Social Studies

Unit: 06 Lesson:01

  • veterano
  • buen ciudadano
  • fuente

©2013, TESCCC05/06/13page 1 of 10

Grade 2

Social Studies

Unit: 06 Lesson:01

Materials:
  • Refer to the Notes for Teacher section for materials.

Attachments:
  • Teacher Resource: Definition of Good Citizenship
  • Teacher Resource: WWII Visuals (optional)
  • Handout:What I Learned
  • Teacher Resource: Women Airforce Service Pilots(WASP)
  • Handout:WASP Timeline(1 per student)
  • Handout:WASP Scavenger Hunt
  • Handout:WASP Scavenger Hunt Questions
  • Handout:The Navajo Code Talkers
  • Handout: Code Talker Graphic Organizer
  • Handout: Navajo Code Cards

Resources and References:

None Identified

Advance Preparation:

1.Become familiar with content and procedures for the lesson, including characteristics of good citizens, examples of local good citizens, the Navajo Code Talkers, and Women’s Air Service Pilots.

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, including:

  • At least two weeks prior to this lesson, send home a letter inviting families to send in any memorabilia about World War II, including photos, letters, books, or other items they have.
  • Invite and schedule (for Day 2) visits by grandparents and other community members who can talk about WWII (especially the Navajo Code Talkers and WASP) and other veteran experiences. The VFW or the American Legion could be a place to contact for speakers if none are known to the teacher.
  • Collect materials from the school or public library, including photographs.
  • Take pictures of local memorials dedicated to veterans.
  • Collect magazines and newspapers for students to cut words and pictures from.

Background Information:

The Navajo Code Talkers and Women Air Service Pilots are both examples of groups of people that exhibit good citizenship. The Navajo Code Talkers were U.S. Marines that helped create a cipher that was never broken, and that code is credited with helping the U.S.secure the victory at Iwo Jima. The WASP were female pilots that trained fighter pilots and transported cargo. They were considered civilians, and many of them trained in Texas.

Veteran – someone who has served in the military

Good citizen – someone who lives responsibly within the laws of society. Characteristics of good citizenship include truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.

Source – a book, statement, person, etc., supplying information

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 – Good Citizen / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
  1. Access students’ prior knowledge of good citizenship from prior learning.
  • What is a good citizen? (act responsibly, make good choices, look out for others and the community, etc.)
  • Who are good citizens? (anyone who chooses to act in ways that exhibit characteristics of good citizenship)
  1. Display the Teacher Resource: Definition of a Good Citizen.
  1. Continue the discussion, adding relevance and requiring students to support their ideas with evidence.
  • Who are good citizens that you know?
  • What evidence do you have that they are good citizens? (example: My grandfather stays informed about issues; he just went to city council and talked about how important a new stop light and crosswalk would be. This also shows his responsibility; he is looking out for the people of the community.)
/ Attachments:
  • Teacher Resource: Definition of Good Citizenship
Instructional Note:
A good citizenis someone who lives responsibly within the laws of society. Characteristics of good citizenship include (TEKS 2.13A)
  • Truthfulness
  • Justice
  • Equality
  • Respect for oneself and others
  • Responsibility in daily life
  • Participation in government by:
  • educating oneself about the issues
  • respectfully holding public officials to their word
  • voting
Misconception:
Some children only know of heroes like superheroes.It is very important for them to see heroes that are ordinary citizens that look just like them: people who believe in ideals and stand up for and defend those beliefs.
EXPLORE–What is a veteran? / Suggested Day 1(continued) –20 minutes
  1. Place World War II realia, memorabilia, and other service-related items on display.
  1. Students visit the display and discuss the items with a partner.
  1. If desired, display and discuss the visuals from the Teacher Resource: WWII Visuals.
  1. Write the word veteran on the board.
  1. Begin a brief discussion by asking students if they have heard the word veteran before.
  1. If desired, allow studentsto hunt for the meaning of veteran by looking in the dictionary, the glossary of their Social Studies textbook, online, or by asking classmates.
  1. Scribe what students have discovered about the meaning. Fill in with background information, including clearing up any misconceptions about what a veteran is.
  1. Add academic vocabulary terms to the Word Wall (veteran, etc.). Continue to add words as the lesson and unit progress.
  1. Distribute a blank piece of paper to each student. The paper will become a vocabulary graphic organizer.
  2. Students fold the paper in four equal rectangles.
  3. Top left rectangle:students write the word veteran.
  4. Top right rectangle:students write a definition for veteran (in their own words).
  5. Bottom left rectangle: students write a sentence using the word veteran, such as, “Mollie’s grandfather is a veteran of the Korean War.”
  6. Bottom right rectangle:students draw a picture that shows what a veteran is.
  1. Use chart paper to create a K-W-L chart where students share what they Knowabout veterans, what they Want to know (questions), and what they have Learned. Refer to this chart throughout the lesson.
  1. For homework, students may find evidence of good citizenship being practiced in their family or community;they can identify veterans in their family or community.
/ Materials:
  • World War II (and other service-related) realia and memorabilia gathered or sent in by families
  • chart paper
  • dictionary
  • paper for creating a graphic organizer
Attachments:
  • Teacher Resource: WWII Visuals (optional)
Purpose:
Activate background knowledge and ensure that students understand what the word veteran means.
TEKS:2.1A
Instructional Note:
  • Veteran – someone who has served in the military
  • Students may need some explicit instruction on the difference between a veteran and a veterinarian. Since they sound similar, students often confuse the words.

EXPLAIN–Share / Suggested Day 1 –15 minutes
  1. Students write an acrostic poem using the word Veteran to summarize what they know about veterans.
/ Instructional Note:
V
E
T
E
R
A
N
EXPLORE–World War II Realia and Veterans / Suggested Day 2–35 minutes
  1. Distribute the Handout: What I Learned.
  1. Students again walk around the room and examine the printed material, photographs, and other realia displayed around the room, this time noting on the handout interesting items, questions, etc., using words or pictures.
  1. Students share their ideas about good citizens and veterans from Day 1 and from their homework.
  1. Speakers talk with the students, sharing stories and answering questions, emphasizing the connections between veterans and acts of good citizenship as both veterans and community members. (If multiple speakers are present, students can rotate through them as “stations,” including the realia as an additional station.)
  1. Students take notes on their Handout: What I Learned as they visit with speakers, noting or drawing a picture of what they see and things they learned.
/ Materials:
  • World War II (and other service-related) realia and memorabilia gathered or sent in by families
  • library books about World War II
  • local veterans as speakers
Attachments:
  • Handout: What I Learned
Purpose:
Provide background knowledge for the students in regards to veterans.
TEKS:2.1A,2.13A, 2.18A, 2.18B
Instructional Note:
  • If unable to borrow artifacts from classroom families, photographs can be found on many websites.
  • Speakers are desirable but not necessary. If speakers are part of the plan, make sure to discuss with them the main points to be emphasized, including the idea that choosing to be a member of the armed forces was a choice made because they believe in keeping our country safe, securing our freedoms, being a good citizen, and being responsible for the community.
  • Online video clips could provide background information for students. These include online interviews with veterans.

EXPLAIN–Summarize and Thank you / Suggested Day 2 (continued)– 15minutes
  1. Students recall their experiences from yesterday, meeting in pairs to compare the notes they have taken. They can borrow facts from one another or take their partner to see something they might have missed.
  1. Students share a few new things they have learned.
  1. Help students build an understanding that veterans are also regular people who act in responsible ways in their daily lives. Theyespecially showed good citizenship when they chose to join the military to help keep our nation safe and to protect our freedoms.
  1. Add information learned to the K-W-L chart.
  1. Students write thank-you notes to the visitors, referencing information they learned.

EXPLORE –WASP Timeline / Suggested Day 3–35 minutes
  1. If desired, display the Teacher Resource: Woman Airforce Service Pilots (WASP).
  1. Provide background information about WASP.
  1. Distribute the Handout: WASP Timeline(1 per student).
  1. Read the events aloud with the class.
  1. Allow students to ask questions about the events.
  1. Students cut out the events and place them in chronological order. These could be cut out in advance if teachers prefer.
  1. Students glue the events to a strip of paper or a sentence strip to form a timeline.
  1. Studentscheck with a partner to make sure their events are in the correct order.
  1. As a class, discuss why the events go in the order that they do.Note and calculate the time between disbanding WASP and bestowing them with Veteran status. Discuss attitude changes over time regarding roles,duties, abilities, acceptance, etc.
/ Materials:
  • sentence strips or construction paper on which to affix timeline strips
Attachments:
  • Teacher Resource: Woman Airforce Service Pilots (WASP)
  • Handout: WASP Timeline(1 per student)
Purpose:
Practice chronology as well as learn more about the WASP.
TEKS: 2.1A, 2.13B, 2.19B
Instructional Note
  • Much information is available online, including videos, clips from which could help students understand.




EXPLAIN – Share / Suggested Day 3(continued) – 15 minutes
  1. Students turn and talk to a partner, sharing their timeline and telling one thing they learned about WASP.

EXPLORE –WASP Scavenger Hunt / Suggested Day 4–30 minutes
  1. Using theHandout: WASP Scavenger Hunt, cut the handoutinto strips and post the strips around the room.
  1. Distribute theHandout: WASP Scavenger Hunt Questions (1 per student).
  1. Read the questions aloud to the students and let them know that the answers to all of the questions on the paper are posted around the room.
  1. Students search to find the answers to the questions. (Explain to students that this is not a race; the goal is to do their best rather than finish first.)
  1. Monitor students as they answer questions.
  1. Collect completed Handout: WASP Scavenger Hunt Questionsfor use on Day 4.
/ Attachments:
  • Handout: WASP Scavenger Hunt (cut into strips and hidden around the classroom)
  • Handout: WASP Scavenger Hunt Questions(1 per student)
Purpose:
Students learn about WASP and practice recording and sharing information with others.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
Instructional Note:
For smaller classes, students may randomly roam around the room locating the answer strips and completing the activity. For larger classes, teachers may choose to divide the class into groups and place those groups in various areas of the classroom so that they “rotate” to each answer strip. This more structured approach may help with classroom management.
EXPLAIN – WASP / Suggested Day 4– 20 minutes
  1. Show again the Teacher Resource: WASPfrom Day 2 and re-distribute students’ completed Handout: WASP Scavenger Hunt Questionsfrom Day 4.
  1. To review Day 3, students participate in a “Stand, Stroll, Stay” activity.
  • Students STAND with their completed Handout: WASP Scavenger Hunt Questions.
  • Students randomly STROLL around the room quietly and carefully for 15-30 seconds, until the teacher says, “STOP!”
  • Students STAY with the person they are closest to and form a partnership. (Teachers will need to ensure that each student has a partner.)
  • Students compare answers to determine if additional information needs to be added for a more complete response.
  • If teachers prefer, and if classroom management allows for it, the teacher may conduct 2 or 3 “rounds” of “Stand, Stay, Stroll” where students share with several different students.
  1. Revisit the K-W-L chart and facilitate a discussion to provide students the opportunity to share their answers and ask some of the questions that they have.
  1. Provide answers and background information and/or suggest ways for students to gain the information to add to the K-W-L chart.
  1. Students write an alphabet poem to summarize what they have learned about veterans and the WASP.
/ Materials