Social Studies Unit Plan

Topic: Chapter 1: My School, My Community

Grade: 1
st
ALCOS: SS(1) 2. Identify rights and responsibilities of citiens !ithin the local community and
state.
Big Idea
"he students should understand ho! people best cooperate in their communities.
Learning Objectives
"he students should be able to
1. Identify the rights and responsibilities as members of different groups.
2. #ist and describe characteristics of a good citien.
$. %etermine ho! respecting authority and follo!ing rules and la!s helps people to better
cooperate.
&. %escribe the role of go'ernment to represent the citiens and to pro'ide ser'ices and protection.
(. )ecognie that *merican symbols, monuments, and documents remind citiens of the
importance of our country and go'ernment.
Vocabular
1. citien: a person !ho belongs to a state or country
2. responsibility: something you should do
$. community: the place !here people li'e, !or+, and play
&. right: !hat you are free to do or ha'e
(. cooperate: !or+ together
,. 'ote: to ma+e a choice
-. la!: a rule for a community
.. leader: helps people decide !hat to do
/. go'ernment: made up of citiens !ho ma+e rules and la!s
10. go'ernor: the leader of a state
11. mayor: the leader in many communities
12. president: the leader of our country
1$. symbol: something that stands for something else
Assess!ent
1. * good citien is...(name t!o: responsible, respectful, +ind, bra'e, honest)
2. 1o! can you sho! respect to your teacher2 (follo!ing directions, raising your hand) 3our country2
(saying the 4ledge of *llegiance, singing patriotic songs)
$. 5hat does cooperate mean2 (to !or+ together)
&. 5hy are rules important2 (they tell us !hat to do, they +eep us safe, +eep things fair, help us get
along !ith others)
(. 1o! do mayors, go'ernors, or the president help our communities2 (4ic+ one: mayors 6 ma+e rules
and la!s, ma+e sure there are police and firefighters, ma+e sure trash is collected7 go'ernors: ma+e
rules and la!s for the state, ma+e sure the state has schools, ma+e sure roads are safe7 president: ma+es
sure la!s are being follo!ed, ma+es sure people are treated fairly)
,. 5hat is one !ay you can be a good citien in your community2
Introductor Lesson: "#ere do I live$
Learning Objectives
"he student should be able to
1. Identify !here they li'e, including community, city, state, and country.
2. %escribe a map as a picture representation of a location
%e&erences
Me on the Map by 8oan S!eeney
'aterials
Me on the Map by 8oan S!eeney
9lip boo+ materials for all students
paper plates
colored paper 6 each child gets four concentric circles
cut:outs of state, and country for students to color
small map of city to put on city page
brads to bind flip boo+s
mar+ers
crayons
;ournals
Set Induction
<5hat are some different !ays you could ans!er the =uestion, >5here do you li'e2>?
Transition
<"oday !e are going to read a story about a girl !ho uses maps to sho! !here she li'es. *fter the story
!e are going to tal+ about !here !e li'e and about our special place on the map.?
Procedure
1. )ead students the story Me on the Map by 8oan S!eeney.
<5hat is a map2 1o! did the girl ma+e a map of her room2 (She dre! a picture.) Maps are
pictures that represent, or sho!, places.
<5e ha'e seen her room, her house, and her street. 5hat map do you thin+ she !ill sho! us
after to!n2
<5hat state do !e li'e in2 5hy is there a star on the map of @ansas2 (to sho! the capital) 5hat
is our state capital2
<Can you point to *labama on this map of the Anited States2 %oes anyone +no! !here
1unts'ille is inside of *labama2
<5here is the Anited States on the map of the !orld2
<5hy !ould you !ant to ma+e a flat map of the !orld2 (so that you can see all of the
continents) 5here is the Anited States on this map2
<5hat do you thin+ her special place is going to be2 5hat !ill come neBt after she finds her
to!n2
<5hat !as her special place2 (her room)
<5hat did the girl realie2 (that people all o'er the !orld ha'e their o!n special place on the
map) 5hy is that important to +no!2
<5hy do !e need to +no! about the place that !e li'e and about the people !ho li'e there2
Scaffold students to understand that people need to cooperate to ma+e their streets, to!ns,
and !orld a better place. "hin+ of !hat !ould happen if people did not care about each
other. CBamples: 5hat !ould happen if e'eryone thre! trash in their neighbors yard2 If
people !ere mean to each other2 If people did not try to change things that are !rong2
<In Social Studies this !ee+, !e are going to learn about ho! to be good citiens in the
places that !e li'e. Dood citiens are +ind, responsible, honest, respectful, and courageous.
Dood citiens !or+ together to ma+e their communities happy and safe places to li'e.?
2. <5e are going to ma+e a flip boo+ that sho!s !here our special place is on the map.?
Sho! students the teacher eBample of the flip boo+. <Eur first circle is going to be a picture of
our house. I am going to pass out the circle. I !ant you to dra! a picture of your house and
!rite <My 1ouse? underneath.
<Eur neBt circle is a map of 1unts'ille. Ase a bright colored crayon to color the dot that says
<Challenger Clementary School.? "hat is our spot on the map here at school. 9ill in the letters to
!rite, <1unts'ille,? and !rite <My City underneath the map.
<5hat circle should come neBt2 (state) 5hat state do !e li'e in2 (*labama) Color in the state
of *labama and !rite its name. 5rite <My City? along the bottom.
<FeBt !e ha'e >My Country.> 5hat is the name of our country2 5rite >My Country> along the
bottom and see if you can find and color *labama.
<9inally !e ha'e the planet. 5e can loo+ at the picture in our boo+ again to see !hat the !orld
loo+s li+e from space. 5hat colors do you see2 Color in your paper plate to loo+ li+e Carth.
$. <3ou ha'e a special place on the map, ;ust li+e e'eryone else in the !orld. 5hen !e cooperate, or
get along, !e !or+ together the ma+e the !orld a better place.?
Assess!ent
In your ;ournal dra! a picture of yourself on a map. It can be a map of your city, state, country, or
!orld. 5rite the name of the place you chose (my room, my street, 1unts'ille, *labama, etc.) and
something that ma+es it a special place on the map.
Lesson (: I A! a Good Citi)en
Learning Objectives
"he student should be able to
1. %escribe characteristics of a good citien.
2. #ist the fi'e themes of citienship (+ind, bra'e, respectful, responsible, honest).
$. Identify his or her community.
&. %escribe responsibilities they ha'e at school, at home, and in their communities.
%e&erences
4earson My World Social Studies
'aterials
4ictures related to the fi'e themes of citienship (honesty, courage, compassion, respect,
responsibility)7 $:& pictures for each theme for students to glue onto an anchor chart
4aper or chart paper for each group to display their pictures and big idea
glue
;ournals
pencils
post:it notes and a placeGposter in the room for students to recognie good citiens in their class
Vocabular
1. citien: a person !ho belongs to a state or country
2. responsibility: something you should do
$. community: the place !here people li'e, !or+, and play
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord. "hey !ill also
fill in a graphic organier about the fi'e themes of citienship.
Set Induction
%ra! a chart on the board that says <li'e, !or+, play.? *s+ students: <3esterday !e tal+ed about
!here !e li'e and !here !e !or+ (school). "oday my =uestion is, >!here else do you li+e to go in
1unts'ille2>? (possible ans!ers: the par+, grocery store, the pool, the mall...)
Transition
<"he place !here !e li'e, !or+, and play is called our community (sho! the 'ocabulary graphic
for their ;ournals). 1unts'ille, specifically south 1unts'ille, is our community. "oday !e are going
to tal+ about some !ays that !e should act or some things !e should do in our communities.?
Procedural *no+ledge
%etermining the main idea
"ell students that you are going to gi'e each group of students a fe! pictures. "hey !ill tal+
together about their pictures, as+ing <5hat does my picture sho!2 5hat do my group:mates>
pictures sho!2 1o! are the pictures the same2 1o! are they different2 5hat big idea do the
pictures sho! together2
Model this for the students using pictures of people not follo!ing the rules. )epeat the
acti'ity as a !hole group using pictures that represent *merica.
Di'e students in a table group similar pictures that relate to one of the fi'e themes of
citienship: honesty, responsibility, respect, courage, compassion (pictures attached). *s+
students to discuss their pictures: !hat does each picture sho!2 1o! are the pictures the
same2 1o! are they different2 5hat big idea do you thin+ the pictures sho! together2
CBplain that all of the pictures relate to the big idea of ho! !e should act in our
community. %ra! a star on the board !ith an empty center.
#et each group glue their pictures onto a piece of printer paper. Cach group !ill get up
and discuss their pictures and their big ideas. *s each group presents, !rite their ideas in
one of the points eBtending from the star.
In&or!ation *no+ledge
Duide students throughout their discussions to relate their pictures to helping others, follo!ing the
rules, !or+ing in groups, respecting their country, and +eeping our communities clean. *ll of these
things can be done in our communities, and schools.
5hen all students ha'e finished presenting, and each point of the star is filled, eBplain that all of
these =ualities describe a good citien. 5rite <* good citien is...? in the center of the star. * citien
is a person !ho belongs to a state or country. (1a'e students fill in the good citien star in their
social studies ;ournals.) Dood citiens !or+ to ma+e things better through all the !ays that !e ha'e
discussed today.
9ill in the theme of citienship that goes !ith each collection of student ideas: +ind, respectful,
responsible, honest, bra'e.
CBplain to students that a responsibility is something that you should do. * good citien is
responsible because they do !hat they +no! they should do (follo! the rules, !or+ hard in
school, etc.).
)espectful means to treat yourself, others, your country, your community as important. 5hen
these things are important to you then you !ill be +ind, you !ill +eep your community clean,
you !ill do things to ma+e your country a better place, etc.
Community is the place !here people li'e, !or+, and play. Eur community is our school, the par+,
!here our parents !or+, go to the grocery store, etc. 5e need to be good citiens in our schools and
communities.
Assess!ent
1ang the student posters in the room, or create an anchor chart of the fi'e themes of citienship.
"ell students that throughout our social studies unit, they !ill be able to recognie their classmates
!ho are being good citiens. @eep a stac+ of post:it notes near the posters for students to !rite
do!n a classmate>s name and attach it to the =uality of a good citien for !hich they !ould li+e to
recognie them. %esignate a time during the daily social studies lesson to ac+no!ledge the ne!
additions and discuss !hy classmates !ere recognied: <5hat did you see him or her doing2?
<5hy !as this being a good citien2?
*s+ students to !rite in their ;ournals using the sentence frame <I can be a good citien in my
HHHHHHHHHHHHHHHHH (school, community) by...?
Lesson ,: ' %ig#ts and %esponsibilities
Lesson Objectives
"he students should be able to
1. %etermine the difference bet!een a right and a responsibility.
2. %escribe ho! being responsible helps us to en;oy our rights.
%e&erences
4earson My World Social Studies
The Great Trash Bash
'aterials
*cti'board
Social studies ;ournals
pencils
Vocabular
1. right: !hat you are free to do or ha'e
2. cooperate: !or+ together
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord.
Set Induction
)ecognie anyone !ho !as noticed for being a good citien. *llo! students to eBplain !hy and
ho! they noticed their classmate>s good citienship.
3esterday !e tal+ed about responsibilities that good citiens ha'e. 5hat are some responsibilities
that !e ha'e at home2 *t school2 (#ist responsibilities do!n one side of the board)
CBamples from teBtboo+: +eep your room clean, do your home!or+, tell the truth, do your best
!or+, follo! rules, ta+e turns
Iocabulary !ord: Dood citiens cooperate, or !or+ together !ith others. 5e do not bully or
fight !ith each other.
Transition
"oday !e are going to learn about something else a citien has: rights.
Procedural *no+ledge
Cause and Cffect
)ead students the story The Great Trash Bash. *s+ =uestions throughout the story to guide the
students to identify !hat responsibilities the citiens of Jeaston !ere not doing, and !hat rights
they !ere unable to en;oy as a result.
<5hat do you notice so far about Jeaston2 %o you see the problem that the mayor is
loo+ing for yet2
<5hat are these citiens not able to do for fun2 (s!im) 5hy not2
<5hat !ould be bad about li'ing close to the dump2 5hat problem !as caused by the
incinerator2
<1o! !ill the mayor sol'e Jeaston>s problem2
<1o! do the citiens of Jeaston ta+e responsibility for their trash problem2 %id the mayor
clean up the city by himself2
<5hat dangers or safety issues !ere being cause by littering2
<1o! !ould cleaning up the par+ and the s!imming pool ma+e them better places to play2
<5hat things !ere the citiens of Jeaston able to ma+e from their recycled trash2 (ne!
paper, glass, and metal, soil) 5hat !ere they able to build2 (a recycling center)
<1o! !as life better in Jeaston !hen they cleaned up the trash2 (they !ere able to run, fly,
s!im in a beautiful place7 they did not ha'e to !orry about trash that !as dangerous,
smelly, or full of germs)
<5hy !as it better for e'eryone, not ;ust the mayor, in to!n to ta+e responsibility for
cleaning up the to!n2
En a second slide of the *cti'board label one side, <responsibilities,? and another side, <rights.?
*s+ students: <5hat big responsibility !ere the citiens of Jeaston not doing2 (they !ere
not cleaning of their trash or recycling) 5hat things !ere they not able to en;oy and do
!hile there !as so much trash in their city2 5hat things could they do after they cleaned
their city2 (play in the par+, s!im in the pool, run, fly, en;oy their pretty city, ma+e ne!
things from old)
In&or!ation *no+ledge
CBplain to students that rights are things !e are free to do or ha'e. In the Anited States !e ha'e a
lot of rights. 5e ha'e the right to spea+ up !hen something is unfair or !hen !e are someone is
being treated unfairly (courage). 5e ha'e the right to belong to a group. 5e also ha'e the right to
laugh, tal+, and play, and to feel safe. 1o!e'er if !e are not doing our responsibilities, sometimes
!e cannot en;oy our rights the !ay !e !ant to en;oy them.
#oo+ at the list made at the beginning of the lesson of responsibilities !e ha'e school and
home. 5rite the !ord <rights? at the top neBt to <responsibilities.?
"al+ about the rights !e get to en;oy !hen !e do our responsibilities. 9or eBample: cleaning
our room helps us to be able to play in it and in'ite friends to our house7 doing our best
!or+ at school helps us to learn from our teacher7 being +ind to people helps us to ha'e
friends7 !hen !e are honest, our parents trust us to do important things for them.
9ill in the 'ocabulary graphic organier for <rights and responsibilities?. If time, students can
list the eBamples of each discussed in class.
<)emember ho! the citiens of Jeaston cleaned up their city2 %id they do this by themsel'es or
together2 5hen !e !or+ together, !e cooperate. 5or+ing together ma+es our communities a better
place.?
9ill in the 'ocabulary graphic organier for <cooperate.?
Assess!ent
%ra! a picture and !rite about a time !hen you cooperated !ith someone to get a ;ob done or to ma+e
something. 5hat did you do2 1o! did you !or+ together2
Lesson -: I .ollo+ %ules
Learning Objectives
"he student should be able to
1. CBplain !hy rules and la!s are important at home, at school, and in the community.
2. Identify rules and la!s at home, at school, and in the community.
%e&erences
4earson My World Social Studies
http:GGporterroom.csusb.eduGmodel#essonsGdocumentsG,.Anit$.&#esson1)ulesand#a!s.pdf 6
4rocedure for the <Fo:)ules 4ass the Jall? acti'ity
'aterials
<)ules at home, school, and community? foldable
a ball for playing the <Fo:)ules 4ass the Jall? game
Iocabulary graphic organiers for <rules?, and <rules 's. la!s?
social studies ;ournals
pencils
Vocabular
1. la!: a rule for community
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord.
Set Induction
)ecognie anyone !ho !as added to the chart as being a good citien. *llo! students to eBplain
!hy their classmate !as noticed for good citienship.
<Ene of the responsibilities !e ha'e discussed for being a good citiens is follo!ing rules. 5hy is
it important to ha'e rules2?
Transition
<"o help us learn more about !hy rules are important !e are going to go outside and play a game.?
Procedural *no+ledge
Cause and Cffect: Students !ill understand that a game needs rules so that it !ill ma+e sense and be
fun.
Do outside on the playground to play a game of <Fo:)ules 4ass the Jall.? 1int to students that
there !ill be problems !ith the game they are about to play. "hey ha'e to figure out !hat the
problems are.
Dame 1
%i'ide the class into t!o e=ual teams. Di'e each team a ball and tell the students to
begin.
5hen they become frustrated, as+, <5hat>s !rong2? 5hen they mention that they do
not +no! the rules or !hat to do !ith the ball, as+ them to suggest the rules.
)epeat all the rules, not matter ho! many or ho! silly.
Dame 2
Di'e the ball each team and tell students to begin to play using their list of rules.
*s they become frustrated !ith too many rules, as+, <5hat>s !rong2? %iscuss the
problem of too many rules.
Dame $
Di'e the students three rules: form a straight line, pass the ball from the front to the bac+
of the line by handing it o'er the shoulder, the first team to pass the ball to the bac+
person is the !inner.
Jefore students can finish the game, stop them and gi'e another rule (for eBample, you
ha'e to ;ump up and do!n !hen passing the ball). @eep gi'ing more rules until students
are frustrated.
*s students get frustrated, discuss the problems caused by changing the rules after play
has started.
Come bac+ to the classroom to discuss the importance of rules. <5hy !as it frustrating !hen
there !ere no rules to our game2? En the board sho! the cause and effect of rules for a game.
K)ules tell us !hat to do and !hat not to do. )ules help us stay safe, ha'e fun, and they ma+e a
game fair.
In&or!ation *no+ledge
"he rules at home, at school, and in our community help us in the same !ay.
5hat are some rules at school2 1o! do they help us2
)ules at school help us to +no! !hat the teacher !ants us to do. 5hen !e ta+e turns and
!e are nice to people, !e ma+e ne! friends. 5hen !e ta+e care of our things, they are there
for us to do our !or+. "he Dolden )ule says that !e should treat other people the !ay !e
!ant to be treated. 5e !ant to be nice to people so that they !ill be nice to us.
)ules in our community are called la!s. #a!s tell us !hat !e must and must not do.
%iscuss la!s in the community. 1o! do they help us2 (teBtboo+: children must go to
school7 ride a helmet !hen you ride a bi+e7 put trash !here it should go)
Students !ill fill in the graphic organier listing !hat rules do and ho! they help us, and the
graphic organier sho!ing the difference bet!een rules and la!s.
Assess!ent
Students !ill fill in a foldable listing rules at home, school, and in their communities. "he foldable
!ill be glued in their social studies ;ournals.
Lesson /: ' Leaders
Learning Objectives
"he students should be able to
1. CBplain ho! leaders help us and !hy they are important.
2. Identify leaders in the community, state, and country.
%esources
4earson My World Social Studies
http:GGteacher.scholastic.comGcommclubGpresidentHacti'ity1GindeB.htm - <#isten and )ead?
Scholastic boo+: What Does the President Do?
'aterials
4earson My World Social Studies
Scholastic.com <#isten and )ead? boo+: What Does the President Do?
Draphic organier for <leaders?
Mayor:go'ernor:president foldable
;ournal
pencils
Vocabular
1. leader: ma+es rules and helps people decide !hat to do
2. mayor: the leader in a community
$. go'ernor: the leader in a state
&. president: the leader in a country
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord.
Set Induction
)ecognie anyone !ho !as added to the chart as being a good citien. *llo! students to eBplain
!hy their classmate !as noticed for good citienship.
*s+ students, <!ho is the leader of our school2 Eur country2 5hat do these leaders do2?
Transition
<"oday !e are going to tal+ about !hy leaders are important and ho! they help our communities.?
Procedural *no+ledge
5ord 5eb
Do to the Scholastic <#isten and )ead? boo+: What Does the President Do?
Stop and tal+ about !hat the president does and ho! those things help us.
)emind students that !e tal+ed about !hy rules !ere important !hen !e played our
game outside. #eaders li+e the president help to ma+e rules.
<1o! does the president try to help the !hole !orld2? (by meeting !ith other country>s
leaders and trying to sol'e !orld problems)
<5ho are some other people !ho +eep our communities safe2? (police men, firemen)
*fter listing things the president does, dra! a bubble map on the board. In the middle !rite
<5ho are our leaders2? "ell students, <#et>s tal+ about some other people !ho ma+e rules and
help us stay safe. 5ho are our leaders at home2 (mom, dad, grandma, grandpa...) 1o! do they
+eep us safe and healthy2 %o they ma+e rules at home2 1o! do they help us cooperate !ith
other people2 5ho are our leaders at school2 (teacher, principal) In our communities2 (coach,
police officers, mayor) state2 (go'ernor).? CBplain to students that mayors and go'ernors are
leaders in communities and states. Sho! students a picture of the mayor of 1unts'ille and the
*labama go'ernor.
In&or!ation *no+ledge
1elp students fill out the <mayor, go'ernor, president? foldable.
Mayors ma+e rules and la!s for the community, but they also ma+e sure there are police and
firefighters. "hey ma+e sure trash is collected. Do'ernors lead the state. "hey ma+e sure the
state has schools and safe roads. Citiens 'ote to choose the president. "he president ma+es
la!s for all the people in our country. #eaders in our country ma+e sure people are treated
fairly. "hey ma+e sure mail gets the right place, and they +eep our citiens safe.
9ill in foldable !ith pictures or !ords.
Assess!ent
<If you !ere a leader of a community, state, or country, !hat la! !ould you ma+e to help people2
)emember your la! should help as many people as possible.?
Lesson 0: ' Govern!ent
Learning Objectives
"he student should be able to
1. Identify 'oting as a right of a citien.
2. CBplain that a go'ernment is made up of citiens !ho !or+ together.
$. Identify the three types of go'ernment (community, state, country).
%e&erences
4earson My World Social Studies
Grace for President by @elly %i4ucchio
'aterials
Ioting ballot for treat acti'ity
Jallot boB
Draphic organiers for <go'ernment? and <'ote?
;ournal
pencils
crayons, mar+ers
Vocabular
1. go'ernment: made up of citiens !ho !or+ together to ma+e rules and la!s
2. 'ote: to ma+e a choice
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord.
Set Induction
)ecognie anyone !ho !as added to the chart as being a good citien. *llo! students to eBplain
!hy their classmate !as noticed for good citienship.
)e'ie! the leaders discussed in the pre'ious lesson 6 mayor, go'ernor, president. 1o! do they help
our communities2 5hat responsibilities do they ha'e2
Transition
<"oday !e are going to tal+ about ho! the leaders in our country become leaders.?
In&or!ation *no+ledge
)ead Grace for President by @elly %i4ucchio. "al+ and as+ students =uestions about !hat Drace
had to do to be elected as class president.
5hat has to happen for Drace to become president2
5hat +ind of ser'ice did Drace do for other students2
1o! did Drace try to ma+e her school a better place2
5hy do you thin+ she !as 'oted to be the president2
Ene right of a citien in our country is the right to 'ote for, or choose, our leaders. "o 'ote means to
ma+e a choice. Citiens 'ote to choose a leader. Mayors, go'ernors, and presidents all ha'e to be
'oted in order to be leaders. Cach person has one 'ote. "he choice !ith the most 'otes is !hat the
group does.
Eur leaders are a part of our go'ernment. * go'ernment is made up of citiens. "hey are in charge.
"hey !or+ together to ma+e rules and la!s. "hey !or+ so citiens ha'e good places to li'e. 5e
ha'e three +inds of go'ernment. 5e ha'e go'ernment for our community, our state, and our
country.
Asing 'oting ballots and a ballot boB allo! students to 'ote on !hat treat you !ill bring for them
the neBt day. Ma+e a graph on the board and tape the ballots so that students can see !hich treat
!on. (three treats: cutie oranges, grapes, apples)
Assess!ent
4retend you are running for president. Ma+e your o!n campaign poster that sho!s !hy you !ould be a
good president and !hy people should 'ote for you. 5hat =ualities of a good citien do you ha'e2 In
!hat !ays do you !ant to help your community2
Lesson 1: S!bols o& ' Countr
Lesson Objectives
"he students should be able to
1. Identify the meanings of *merican symbols, monuments, songs, and documents
2. %escribe !ays to sho! respect for our country.
%e&erences
4earson My World Social Studies
U.S. Symbols Jrain4E4 8r.
'aterials
<symbol? graphic organier for social studies ;ournals
pencils
social studies ;ournal
Vocabular
1. symbol: something that stands for something else
Students !ill fill in graphic organiers in their ;ournals to record each 'ocabulary !ord.
Set Induction
Sho! students pictures of common symbols they !ould recognie, for eBample, "eenage Mutant Fin;a
"urtles, *'engers, etc. *s+, <!hat does this symbol represent2?
Transition
<* symbol is something that stands for something else. 5e ha'e tal+ed about common symbols that
you +no!. "oday !e are going to loo+ at some symbols that stand for *merica.?
In&or!ation *no+ledge
5atch the U.S. Symbols 'ideo from Jrain4E4 8r. %iscuss the different symbols and !hat each of
them stands for.
<5hat are some !ays !e sho! respect for our country2 5hat pledge do !e say in the mornings
before school2 5hat songs do !e sing about *merica2?
Assess!ent
Sho! students eBamples of common symbols (heart, do'e, etc) and different symbols on flags. Asing
+no!n symbols or creating their o!n, as+ students to create a flag that represents them. 5hat does each
symbol stand for2 1o! does the flag represent your personality, goals, etc.2