How Do We Honor Our Country?

Grade 1
Jennifer De Leon
CSU Dominguez Hills

II.

Standards, Skills, Strands, Concepts:

A.

List the California History-Social Science Standard(s) and Topic(s) your unit will
address.
1.3 Students know and understand the symbols, icons, and traditions of the United
States that provide continuity and a sense of community across time.
2. Understand the significance of our national holidays and the heroism and
achievements of the people associated with them.

B.

List the Historical and Social Science Analysis Skills your unit will address.
Research, Evidence, and Point of View
1.

C.

Students differentiate between primary and secondary sources.

List the Disciplinary Focus (Key Framework Strands) your unit will address.
1.

Historical Literacy: Understand the reasons for continuity and change.

2.

National Identity: Recognize that American society is and always has been
pluralistic and multicultural, a single nation composed of individuals
whose heritages encompass many different national and cultural
backgrounds.

(You may also list any Distinguishing Characteristics from the Framework
that your unit will address.)
8. This Framework incorporates a multicultural perspective throughout the
history-social science curriculum.
D.

List the Key Social Studies Concepts (Big Ideas) your unit will address.
National holidays (concept)
Knowledge about the history and purpose of national holidays (content)
Analyzing primary sources (skills)

E.

State the estimated number of class periods.

10-15

III.

Introduction:
A.

Overview and Rationale: Provide a brief overview of your unit. What is the
purpose? Why is this important?

The purpose of this unit is to guide students in exploring the key concept of national
holidays and the people that influenced the creation of these holidays. Students will
examine examples of holidays celebrated in America and around the world. Students will
examine primary and secondary sources and define characteristics of national holidays.
Finally, students will collaborate to identify national holiday characteristics and their
purpose in honoring our country. They will write an opinion piece on their favorite
holiday and use evidence to base their claim. Students will each create a page about what
national holidays represent which will then be collected and turned into a class book. This
unit is important because it provides a grounds for understanding the civic values that
reinforce our democracy.
B.

Compelling Question:
Why do people celebrate holidays?
Focused Inquiry Question:
Are holidays important?
Supporting Questions:
1. What are holidays?
2. Does everyone celebrate the same holidays?
3. How does a holiday become a holiday?
4. How do you become a national hero?
5. Why do we celebrate these national holidays: Columbus Day, the Fourth of
July, Veterans Day, and Thanksgiving Day?

C.

Connections:

Students have been learning the responsibilities and rights in the contemporary world.
Students will build on their knowledge of relative locations of places and people and
descriptions of physical and/or human characteristics of places. In this unit students will
deepen their understanding of how a national holiday is established and the defining
characteristics of American national heroes. Students will listen to and read historical and
non-fiction texts to gain a deeper understanding of the importance of these historical
concepts. A focus will be placed on national holidays and determining their importance.

Students will associate places like the White House, in Washington D.C, to holidays like
the fourth of July (Independence Day). Students will also connect historical and present
day individuals like Abraham Lincoln or War veterans to holidays like Presidents Day or
Veterans Day. This unit touches upon but will further expand students knowledge on
people and places associated with American symbols, landmarks, and essential
documents.
D.

Ties to the Framework:

Students are exposed to the Historical Literacy strand of the Framework by examining
historical holidays and national heroes from the past and present. Students empathy and
historical understanding is developed through students understanding of the importance
of honoring our country and heroes through holiday celebrations. Accomplishments of
individuals that were later considered to be national heroes and influenced the creation of
holidays will also be explored. This unit also address the Distinguishing Characteristics
(#8 of the Framework) as they explore heroes from diverse cultural backgrounds
(Abraham Lincoln & Martin Luther King Jr.).
E.

History-social science content:

The concept of national holidays has been defined in different ways. The MerriamWebster dictionary provides the following definition: a holiday celebrated throughout a
nation; especially: one commemorating the birth or independence of a nation.
According to the Oxford Dictionary, a hero is A nationally recognized day when most
businesses and other institutions are closed. For this unit, the class will examine
examples of national holidays celebrated in America and will construct a definition of
national holiday, by making a list of the critical attributes of national holidays. I
anticipate that the class will construct a definition similar to the following:

A day celebrated throughout the nation

The celebration of each holiday ties the nation together
Many national holidays involve national hero/heroes

While many national holidays will be explored throughout this unit, students will
demonstrate their understanding of the focus inquiry question by choosing a holiday, explaining
why it is important, and share with the class a symbol or national hero associated with that
holiday.

Independence Day- We celebrate the Fourth of July as the countrys birthday. Many
people show patriotism by hanging the American flag and with parades and fireworks..
We celebrate Independence Day on the 4th of July.
Memorial Day is the last Monday in May. It is a day to honor people who died during
war. Many people celebrate it by going to religious services or parades. Veterans Day is
November 11th, the same day World War I ended in 1918. Veterans Day honors all veterans, or
people who served in the armed forces. Many people celebrate by attending parades.
Martin Luther King Day and Presidents Day, celebrated February 15th, honor people who
worked for freedom. Martin Luther King, Jr. worked for equal rights for African Americans in a
peaceful way. He led marches and gave speeches. Martin Luther King Day is the third Monday
of January. Some people celebrate it by having peace marches. Presidents Day honors George
Washington and Abraham Lincoln. Washington led the fight for our freedom from Great Britain.
Lincoln worked to end slavery. We celebrate Presidents Day on the third Monday in February.
Cesar Chavez Day is celebrated on March 31st. Cesar Chavez was a labor leader who
organized farm workers. We honor Cesar Chavez because he decided to help other farm workers
like himself. He helped found the United Farm Workers, a union that fought for safe working
conditions and better wages for farm workers.
Thanksgiving Day is the fourth Thursday in November. In 1863, President Abraham
Lincoln declared that Thanksgiving should be a national holiday. Most people participate in a
Thanksgiving dinner and give thanks for everything they have in their life.

IV.

Integrating Instruction
A.

California Common Core State Standards for English Language Arts

& Literacy in History/Social Studies, Science, and Technical Subjects
Reading Standards for Literature
1. Ask and answer questions about key details in a text.
Students will listen to or read stories about national holidays, and answer
questions to demonstrate understanding of the stories.
3. Describe characters, settings, and major events in a story, using key details.

Students will listen to or read stories about national heroes, and describe how the
national heroes responded to events and overcame challenges.
Reading Standards for Informational Text
1. Ask and answer questions about key details in a text.
Students will listen to or read recordings, review primary source documents/
artwork, and watch a video, and then answer questions to demonstrate
understanding of key details about national holidays and the individuals that
impacted there establishment.
Contrast
2. Identify the main topic and retell key details of a text.
Students will listen to or read recordings, review primary source documents/
artwork, and watch a video, and then identify the main ideas.
9. Identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
Students will compare and contrast information from different sources about
national holidays and heroes.
Writing Standards
1. Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide
some sense of closure
Students will write an opinion piece on whether Independence Day is a national
Holiday, supported by evidence.
Listening and Speaking Standards
1. Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
Students will identify the critical attributes of the concept national holiday, and
construct a definition of national holiday through collaborative conversations.

2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
Students will listen to stories and video clips about national holidays, and respond
orally to questions about key ideas and details.
3. Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
Students will prepare and ask questions of guest speakers to gather information
about community heroes.
B.

California Common Core State Standards for Math

Geometry
Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles are closed and threesided) versus non-defining attributes (e.g., color, orientation, overall size); build
and draw shapes to possess defining attributes
Students will be given an activity in which they are to describe the patterns,
shapes and colors of the American Flag.

V. Beginning the Unit

Introduce Important Vocabulary and the Concept of Honoring Our Country.
Ask students what the picture shows and what details they notice. Then ask, Why are maps
important? Why do we need them?(See Appendix #1)
Discuss the idea that a map can tell us what continent we live on, what country we are in, and
even show what city we live in. Explain that a country is a land where people live.
Guide students through the use of Google Maps.
Our country or the country we live in is the United States of America. One way that we honor or
show respect for our country is by saying the Pledge of Allegiance to the flag. Explain to
students that when you Pledge Allegiance it means that you are making a promise to be a loyal
citizen of your country. As a scaffold, students will be shown what the vocabulary mean (See
Appendix 2).
Introduce the Compelling Question, why do people celebrate holidays? Have students
brainstorm responses, and discuss them in their group. Explain to students that they will be

hearing songs about our country and will learn about national heroes to help them figure out
what makes a national holiday a national holiday.
Tell the students that they will also be investigating the answer to the focused inquiry question,
Are national holidays important?? Our investigations and explorations will help us decide if
national holidays are important.
One way that we honor or show respect for our country is by saying the Pledge of Allegiance to
the flag. Our flag is a piece of cloth with a picture or pattern that stands for a country. This is the
flag of the United States of America (See Appendix #3). It has 13 stripes. 7 are red and 6 are
white. It also has 50 white stars which represent the 50 states that make up the United States. Our
flag is a symbol of freedom (A symbol stands for something. The United States has symbols.
States and also have symbols).

What is a symbol of our state?

What is a symbol of our country?

VI. Developing content, concepts, and skills

Using Audio- Pledge of Allegiance and From Sea to Shining Sea
Students recognize patriotic songs of America. A flag is a piece of cloth with a picture or pattern
that stands for a country. A flag of the United States of America will be shown. Students are
asked to identify its features. It has 13 stripes. Seven are red and six are white. It also has 50
white stars which represent the 50 states that make up the United States. Our flag is a symbol of
freedom. Students are asked to name some places (think-pair- share) where they have seen a
United States flag. Students learn that on June 14th, we celebrate Flag Day. Many cities and
towns hold parades or festivals to commemorate or honor the American Flag.
Students will complete activities page- Math Flag (See Appendix 4). They will explore shapes,
patterns, and colors while learning about the American Flag.
Students understand that when we say the Pledge of Allegiance, it means that we promise to
honor or respect our country. Students are given a cut and paste activity to help them learn the
meaning of the Pledge of Allegiance.
Gallery Walk

Post images of famous holidays and national heroes. Some suggestions are
Independence Day
Cesar Chavez Day
Veterans Day

(See Appendix #5 for sample images)

Students will walk around the gallery in small groups. They will be asked to talk among their
group about what they see (discuss what they think it is/means if they have never seen it). After
about 10 minutes ask each group of students to stand by one of the images and share with the
class what they observed or if anything stood out to them. Ask students what they think all the
images have in common. Guide a collaborative conversation and help students determine that
the images are associated with either national heroes or national holidays.

Using Literature- Hero Dad

Some holidays honor people that are considered heroes. We honor soldiers on Veterans Day and
Memorial Day. As a class the difference between the two holidays will be discussed.
Read Hero Dad. Students that know a veteran (family, friends, school staff, church members,
etc) are asked to share what they believe:
The job of a soldier is
Freedoms that we have as Americans due to the service of soldiers.
Students will complete a Thank you for your service note for a Veteran. First, students will
think pair share with a partner and answer the question, What kind of things do soldiers do that
we should be thankful for?. As a class, students will write the note. The teacher will guide and
chart students responses. Students will be able to give their note with drawing to a veteran or a
soldier currently serving. The following is an anticipated note passage:
Dear Hero,
Thank you for keeping us free and loving us.
Thank you for helping us and keeping us safe.
We think you are super heroes.
Thank you for your service
Love,
(See Appendix 6 for template)
Csar Chvez is known as one of America's greatest civil rights leaders. When he led a 340-mile
peaceful protest march through California, he ignited a cause and improved the lives of
thousands of migrant farm workers. Krull and Morales tell the story of how a poor, shy boy grew
into a renowned labor leader.
Using Video- THE PRESIDENT! Children's Song about Washington and Lincoln

Presidents are also considered to be heroes. George Washington and Abraham Lincoln were once
presidents of our country. We honor them on Presidents Day.
Show video: https://www.youtube.com/watch?v=nDac5gcLpxc
This video is a childrens song about George Washington and Abraham Lincoln.
Ask Students: Why do you think we celebrate Presidents Day?
Using Literature- Who was Martin Luther King Jr.?
Read Who was Martin Luther King Jr.?. Dr. Martin Luther King, Jr. was only 25 when he helped
organize the Montgomery Bus Boycott and was soon organizing black people across the country
in support of the right to vote, desegregation, and other basic civil rights. Maintaining nonviolent
and peaceful tactics even when his life was threatened, King was also an advocate for the poor
and spoke out against racial and economic injustice until his death. Students will learn that
Martin Luther King Jr. is a national hero because he fought for the rights of many people,
especially those of African American decent. After reading the book, students will discuss and
ideas that stood out or ask any questions they might have.
Teacher will read 10 stand-out quotes from Martin Luther King Jr. and do a think aloud on
what they mean.
Students will be shown the selected primary source photo of Martin Luther King Jr. during his I
Have a Dream speech (see Appendix 7) (http://www.byutv.org/seethegood/image.axd?
picture=2013%2F8%2FSTGmlk08-28-13.jpg)
Students will complete the 6 Cs of Primary Source analysis (See Appendix 8) first with a partner
then as a class to determine why Dr. Martin Luther King is considered a National Hero and why
we celebrate Martin Luther King Day.
Students will complete a Martin Luther King Day Foldable activity (attached sample). Students
will write under the flaps their answer to the corresponding flap prompt. To check for
understanding, students will be asked to share in their groups their activity.
Using Literature- Harvesting Hope: The Story of Csar Chvez
Based on what was learned about Martin Luther King Jr. and his accomplishments, ask students
to predict who Csar Chvez was and what he did in his life. Read Harvesting Hope: The Story
of Csar Chvez by Kathleen Krull, illustrated by Yuyi Morales, and translated by F. Isabel
Campoy twice. Once in English and one in Spanish.
Show students photo of mural honoring Csar Chvez
(http://launionaflcio.org/2015/738732/cesar-chavez-march-for-justice.html - See Appendix 9)
Show photo with him during a speech
https://blogs.state.gov/sites/default/files/styles/grid_thumbnail/public/contributed_images/2012_
0331_cesar_chavez_day.jpg?itok=lEPFcKD3 (See Appendix 10)

Share with students that a street is also named after Csar Chvez- show photo
(http://c.tadst.com/gfx/600x400/cesar-chavez-street2.jpg?1 See Appendix 11)
Csar Chvez, like Martin Luther King, is known as one of America's greatest civil rights
leaders. Actions like leading a 340-mile peaceful protest march through California ignited a
cause and improvement for the lives of thousands of migrant farm workers. This book depicts the
life of how a poor, shy boy grows up to become a renowned labor leader.
Students will discuss observations of photos and complete a bubble map describing four reasons,
with evidence, why Csar Chvez is considered a national hero. (See Appendix 12).
Using Literature and Primary Source Photo - Thank You, Sarah! The Woman Who Saved
Thanksgiving
Read the story Thank You, Sarah! The Woman Who Saved Thanksgiving. Sarah Josepha Buell
Hale was an American writer and an influential editor. She is the author of the nursery rhyme
"Mary Had a Little Lamb". The story is about Sarah Hale's letter writing campaign to have
Thanksgiving named a National Holiday.
Students will complete a Story Map (See Appendix 13) activity where they will discuss who the
main character is, what the main character is trying to do, what problem the main character runs
into, and how the main character solves the problem. This activity will help students understand
the actions Sarah Hale took to make Thanksgiving possible.
Show students the selected photo of The Sarah Josepha Hale Memorial Park.
http://www.jarimannisto.com/images/Sarah_J_Hale/Sarah_J_Hale_Memorial.jpg - See Appendix
14)
Using- Symbols of the United States video
This short video teaches students about the history of our country's symbols and what they mean
to Americans. Includes the American Flag, the Liberty Bell, the Statue of Liberty, and the Bald
Eagle. Students explore symbols from other places like Canadas maple leaf, Israels menorah.
https://www.youtube.com/watch?v=x3auxqCEUyU
https://www.youtube.com/watch?v=l9aGW3YNajE
Students are asked to think-pair-share with a partner reasons why national symbols are
important. Students will create a National Symbols flipbook (See sample in Appendix 15). The
symbols will include a bald eagle, American flag, the white house, liberty bell, and Statue of
Liberty. Each strip will contain an illustration of the symbol and a brief description.
Some holidays honor events such as Independence Day. The American Flag, a national symbol,
or its colors are seen in many places on the Fourth of July. The fourth of July is also known as
Independence. It is a holiday that celebrates our countrys freedom. A lot of people participate in
parades, festivals, or watching fireworks but it is much more than that.

Using Literature- Celebrating Patriotic Holidays: Honoring America

Before reading, students will fill out the K and W sections in their KWL chart (See Appendix
16). Students will be asked to draw or write phrases of what they know about National Holidays.
Sentence frames will be provided for added support as well as a chart with vocabulary words.
Read Celebrating Patriotic Holidays: Honoring America. Students will discover more about
American holidays, famous figures from U.S history, the American flag and system of
government. Students explore ideas like the values of liberty and justice upon which the country
was founded. Students will be asked to complete their chart and share with their neighbor.
Analyzing important DocumentsStudents are shown the Declaration of Independence and the Constitution primary source photo
(See Appendix 17)
http://www.loc.gov/rr/program/bib/ourdocs/Images/declaration.jpg
The teacher explains that The Declaration of Independence and the U.S. Constitution are two
examples of important documents. The Constitution has a set of rules that guides how a country
or state works. It also states the rights of citizens. The Declaration of Independence- A document
that gives the United States its freedom. It was signed on July 4, 1776.
Students watch Charlie Browns The Birth of The Constitution
(https://www.youtube.com/watch?v=sbcEb4BKAus) and read We The Kids by
David Catrow. Based on the book and documents, students will write their own class preamble.
Martin Luther King Jr.
Provide background knowledge. Read 10 stand-out quotes from Martin Luther King Jr.
Students will be shown the selected primary source photo of Martin Luther King Jr. during his I
Have a Dream speech (See Appendix 18) (http://www.byutv.org/seethegood/image.axd?
picture=2013%2F8%2FSTGmlk08-28-13.jpg)
VII.

Conducting inquiry

Analyzing the Sources

Source #1 Historical books about historical figures.

Each day, a different national hero book will be read to students. Students will
be asked to fill out the matching section on that person in their graphic organizer
(See below & Appendix 19).

Martin
Luther King
Jr.

Cesar
Chavez

Benjamin
Franklin

Sally Ride

Personal
Book Choice

Character in
the beginning
Challenge
Great
Struggle
Achievement(
s)
Character at
the end

o The books include Who Was Martin Luther King, Jr.? by Bonnie Bader and Nancy
Harrison
Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull
and Yuyi Morales
My First Biography: Benjamin Franklin by Marion Dane Bauer
and Anthony Lewis
Who Was Sally Ride? by Megan Stine
Students will choose from a list of national hero books a book that
is at their reading level and will be asked to fill out the last blank
section with the information from the book they chose.

Students will be asked to return to the text to find support and details about the
person.
I will model the first section regarding MLK Jr. After reading the second book on
Cesar Chavez, students and teacher will fill out that section together. For third
book, students will fill out the corresponding section within their table groups. I
will walk around monitoring and further supporting students. After reading the
forth book, students will fill out the section independently.
At the end of the week, I will have a class discussion identifying patterns among
the individuals and the impact their actions had on society then and society now.
The questions include:
o What were all of these heroes like in the beginning of their stories? What
did they think of themselves then? How did others think of them?
o What were these heroes like at the end of their stories? In what ways did
they change?
o What qualities did theses heroes show in order to meet their challenges
successfully? Why were they the ones who had those qualities?
o What did the heroes win? Why were there things important?

o Why do you suppose older people told younger people stories like these
generation after generation after generation?
o How might these patterns play out in your own lives? How will you be a
hero? What talents and qualities will you develop their uniquely your to
help you succeed? What challenges might you face to prove your worth?
What might you achieve that will be worthwhile to others?
Source #2 The First Thanksgiving 1621 Painting
Students will analyze the selected primary source The First Thanksgiving, painting by Jean
Louis Gerome Ferris (https://americangallery.files.wordpress.com/2012/08/the-firstthanksgiving.jpg - See Appendix 20) and a photo of a 21st century family having Thanksgiving
dinner (http://33.media.tumblr.com/tumblr_mdukrxzUmb1r57lmx.jpg- See Appendix 21).
The First Thanksgiving was painted in 1621. This painting can be a useful resource for
historians who wish to understand the relationship between the Wampanoag Indians and the
Pilgrim settlers in 1621. The photo of a 21st century family having Thanksgiving dinner is similar
to how we might celebrate Thanksgiving today and the kind of food we might eat on this day.
Students will use a compare and contract organizer (See Appendix 22 to determine what some
differences between what Thanksgiving was like then (based on the painting) and what
Thanksgiving is like now (based on the picture and their experiences).
Provide support by suggesting students look at both sources and write down anything
they notice in both pictures and things they see in the The First Thanksgiving
painting but not in the 21st Century family dinner photo.
Students will be given a list of words that can help them describe what they see.
Source #3: Photograph of Mount Rushmore (See Appendix 23)
Remind students that they have heard THE PRESIDENT! the song about
Washington and Lincoln. It is important to learn about other presidents that
influenced this country.
Students will examine the photo of Mount Rushmore with a partner.
They will determine who they believe the faces are from and why they might have
been chosen.
Students will be read a small passage regarding Mount Rushmore.
Students will be asked based on what they have learned and making reference to the
passage why these men were chosen and what national holiday they can be connected
to.
As an extension for advanced learners, have students try to match the faces on Mount
Rushmore with the play currency in the dramatic play area and identify the other
presidents in the remaining currency.
Students will be asked if another presidents face were to be added to Mount
Rushmore, which president they think it should be and why.

Responses will be charted. Students name will be written under their response.

Synthesizing the Evidence from the 3-4 Sources

As part of a classroom discussion, students will share what they have learned from the
three sources. A graphic organizer will be passed out. Each table will be assigned a
category, there will be two categories. The two categories will be: holidays we celebrate
to honor our national heroes and holidays we celebrate to honor our country.
Since there is a total of four tables, two tables will discuss one category and the other two
will discuss the other category. Students will write down vocabulary words/phrases or
create drawings that describe people or events they found interesting and why.
After students have been given time to complete the task, they will be asked find a
partner from the other category. Each students will share their response with their partner.
All sources will be displayed for support.

VIII.

Culminating the Unit Communicating Results and Taking Action

(1) Response to the Focused Inquiry Question

Students will choose their favorite National Holiday and answer the prompt
National holidays are important because _______. Of all the holidays throughout the year,
__________ is my favorite. I like _________ because ________, because ______, and especially
because _______.
First of all,
Next,
Finally,
(2) Project
Students will also be asked to bring and share with the class something that holiday
represents. Students have the option of dressing up as a National Hero if their holiday celebrates
that individual.
A class book on holidays will be created. Each student will contribute a page on what a holiday
represents. Students will be photographed when they share their object or are dressed up (with
the permission of parents) and this photo will be part of the class book as well.
IX.

Assessment:

Rubric for Response to Focused Inquiry Question (Top Level):

Independent Writing:
Student states 1 reason why national holidays are important (e.g. national
holidays honor our country.
Students correctly states national holiday.
Student is able to write 3 reasons why he or she believes their favorite national
holiday is important (e.g. Veterans Day because they helped give us our
freedom, they sacrificed their lives, and they served their country)
Student is able to support each reason with at least one piece of evidence from
one of the 3 sources.
X. Annotated Bibliography
Books
Allegra, Mike, and David Gardner. Sarah Gives Thanks / How Thanksgiving Became a
National Holiday. Chicago: Albert Whitman, 2012. Print.
This book is about Sarah Hale and her journey to making Thanksgiving Day a
national holiday.
Bauer, Marion Dane., and Anthony Lewis. Benjamin Franklin. New York: Scholastic,
2011. Print. This book teaches students about Benjamin Franklins
accomplishments and his upbringing.
Catrow, David. We the Kids: The Preamble to the Constitution of the United States. New
York: Dial for Young Readers, 2002. Print. This book explores the importance of
having rules and following those rules.
Dillon, Susan. The Scholastic Big Book of Holidays around the Year. New York:
Scholastic, 2003. Print. In this book, students understand that there are different
holidays and national heroes celebrated around the world.
Hardin, Melinda, and Bryan Langdo. Hero Dad. New York: Marshall Cavendish, 2010.
Print. In this book, a boy compares his father, a U.S. soldier, to a superhero.
Kupperstein, Joel, and Kieko Motoyama. Celebrating Patriotic Holidays: Honoring
America. Huntington Beach, CA: Creative Teaching, 1999. Print.
Students learn more about national symbols, historical figures, and holidays.
Stine, Megan, and Ted Hammond. Who Was Sally Ride? New York: Grosset &
Dunlap, 2013. Print.Students learn about the struggles and accomplishments of
Sally Ride.
Krull, Kathleen, and Yuyi Morales. Harvesting Hope: The Story of Cesar Chavez. New
York: Scholastic, 2004. Print. Students learn about Cesar Chavez, his dedication
to helping people, and the difference with his actions.

Websites
Cesar Chavez March for Justice. Retrieved September 30, 2015, from
http://launionaflcio.org/2015/738732/cesar-chavez-march-for-justice.html. Photo of Cesar
Chavez.
History-Social Science Framework for California Public Schools. Retrieved September 30,
2015, from http://www.cde.ca.gov/ci/cr/cf/documents/histsocsciframe.pdf. The Framework
includes standards, strands, Distinguishing Characteristics, and a description of the social
studies curriculum at each K-12 grade level.
Merriam-Webster Dictionary. Retrieved October 16, 2015, from http://www.merriamwebster.com/dictionary/hero. This dictionary was used to identify a definition of national
holiday.
Oxford Dictionary. Retrieved October 16, 2015, from
http://www.oxforddictionaries.com/us/definition/american_english/hero. This dictionary was
used to identify a definition of national holiday.
(http://www.byutv.org/seethegood/image.axd?picture=2013%2F8%2FSTGmlk08-28-13.jpg.
Photo of Martin Luther King Jr. giving I Have a Dream speech Retrieved October 16,
2015.
Ten Stand-Out Quotes from Martin Luther King, Jr.s I Have a Dream Speech. Retrieved
September 30, 2015, from http://thesource.com/2014/01/20/10-standout-quotes-from-martinluther-king-jr-s-i-have-a-dream-speech/. Photo of Martin Luther King, Jr.
Photo of White House. Retrieved September 30,
2015https://www.whitehouse.gov/sites/default/files/image/whitehouse_historypg.jpg
Photo of Independence Day. Retrieved September 30, 2015
http://www.standupamericaus.org/sua/wp-content/uploads/2012/07/independence-daycelebrate-in-USA.jpg

"Symbols of the United States." YouTube. YouTube, 31 Mar. 2014. Web. 17 Nov. 2015.
Retrieved October 16, 2015.
"Independence Day and the History of the American Flag (Cool School)." YouTube. Cool
School, 28 Jan. 2013. Web. 17 Nov. 2015. Retrieved October 16, 2015
Parks

The Sarah Josepha Hale Memorial Park- The central component is a bronze bust of Mrs.
Hale atop a black granite pillar

Technology
Students explored Google Maps to learn locations.

Section XI
Appendix

Appendix #1 Picture of World Map

Appendix #2 Pledge of Allegiance

Appendix # 3 American Flag

Appendix #4 Math Facts

Appendix #5 Sample Gallery Walk photos

Appendix #6 Veterans Day note

Appendix #7 I Have A Dream Speech

Appendix #8 Analyzing Primary source

Appendix #9 Cesar Chavez mural

Appendix #10 Cesar Chavez

Appendix #11 Cesar Chavez street

Appendix #12 Bubble Map

Appendix #13 Story Map

Appendix #14 Sarah Hale monument

Appendix #15 sample flip book

Appendix #16 KWL chart

Appendix #17 Declaration of Independance

Appendix #18 photo of MLK

Appendix #19 Story organizer

Martin
Luther King
Jr.
Character in
the beginning
Challenge
Great
Struggle
Achievement(
s)
Character at
the end

Cesar
Chavez

Benjamin
Franklin

Sally Ride

Personal
Book Choice

Appendix #20 First Thanksgiving

Appendix #21 Thanksgiving photo

Appendix #22 Compare Contrast chart

Appendix #23 Mount Rushmore