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) [pic] 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: |







• K-12 Databases: (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 |

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

| |Recording or video of the national anthem |

|Put students in groups of four. |

| | |

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

| | |

|Students think about, discuss, and then list everything they know about the national anthem. (They can use|Purpose: |

|words or pictures to describe the lyrics, places the anthem is performed, or anything else they know about|Activate background knowledge and to hook students into |

|it.) |Celebrate Freedom Week. |

| | |

|One student from each group shares what their group wrote about the national anthem. |TEKS:2.14 A, 2.14B, 2.19B |

| | |

|Teacher scribes student learning to create an anchor chart to post in the classroom. |Instructional Note: |

| |Students new to the U.S. might need more exposure to the|

|Students recite the pledge as they do every morning, this time listening for the word freedom, or other |national anthem. Sporting events and the Olympics might |

|words for freedom (synonyms like liberty or independence). |be good examples to show students. |

|EXPLORE – The Patriotic People and Symbols |Suggested Days 1 and 2 (cont’d) – 40 minutes each day |

|Set up five stations for reading, discussing, and gaining content knowledge about patriotic symbols and |Materials: |

|people. (Refer to content TEKS listed above for guidance on information to include.) |Books about American symbols, landmarks, and monuments |

|The Patriotic Press (Handout: Patriotic Press ) |Biographical information on Paul Revere |

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

|Biographical information on Paul Revere |Biographical information on John Hancock |

|Biographical information on John Hancock |

|Computers with access to approved websites and list of approved websites where students can find more |=h000149 |

|information about monuments, landmarks, and people. |chart paper |

| | |

|Post a chart titled “National Identity” in the room. |Attachments: |

| |Handout: Patriotic Press (1 per student) |

|Share with students that the symbols, patriots, landmarks, celebrations and songs that we are learning |Handout: Organizador gráfico de personajes históricos (2|

|about are all part of America’s National Identity – ways we identify who we are as a people (Americans). |per student) |

|An identity is how we are known. All of these things that we are learning about help us know about what is|Handout: Dibuja y escribe- Símbolos, edificios y |

|important to the people of our country. |monumentos (optional, 1 per student) |

| | |

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

| |Students gain information about national landmarks, |

|Distribute the Handout: Hoja para tomar notas sobre personajes históricos (2 per student) and the Handout:|monuments, symbols, buildings and patriots. |

|Dibuja y escribe- Símbolos, edificios y monumentos (optional, 1 per student) | |

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

|Students visit the stations, gaining information about the topics required and taking notes on the | |

|appropriate form: |Instructional Note: |

|Handout: Hoja para tomar notas sobre personajes históricos (one for Paul Revere and one for John Hancock) |There may need to be multiple stations for each category|

|Handout: Dibuja y escribe- Símbolos, edificios y monumentos |so students can visit each station in small groups of 4 |

| |or fewer. |

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

|Students discuss, with a partner, information that they learned traveling through the stations on Day 1. |TEKS: 2.4A, 2.13B, 2.19B |

| | |

|Students each choose two of the sentence stems below to complete and turn in. (Add other questions based |Purpose: relate good citizenship to the historical |

|on materials provided for the stations.) |figures studied during Celebrate Freedom Week. Relate |

|Un importante símbolo norteamericano es (la Casa Blanca, el Tío Sam, el águila calva, la rosa). Es |symbols and historical figures to the national identity |

|importante para Norteamérica porque _________. |of the United States. |

|Paul Revere _________________________ | |

|John Hancock _______________________ | |

| | |

|Students place their sentences around the term national identity on the chart created during the Explore | |

|section above. | |

| | |

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

|EXPLORE |Suggested Day 2 (cont’d) – 35 minutes |

|Distribute the Handout: Tarjetas para relacionar de la Semana para celebrar la libertad (1 set per pair of|Materials: |

|students) |chart paper |

| | |

|Students play a matching game with Celebrate Freedom Cards. (Students can play Memory or Go Fish to make |Attachments |

|matches between the pictures and the definitions that go with them.) |Handout: Tarjetas para relacionar de la Semana para |

| |celebrar la libertad (cut apart, 1 set per pair of |

|Students take turns until all the matches have been made. |students) |

| | |

|Students can shuffle the cards and play again to add to their familiarity with the symbols, landmarks, and|TEKS: 2.1A, 2.14C, 2.14D |

|their meanings. | |

| |Purpose: |

|After students have played the game, they select all of the pictures and definitions that have to do with |Students explore national symbols, songs, landmarks, and|

|freedom. |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 |

|Students illustrate freedom. Students can draw the symbols and patriots that they have learned about, or |Materials: |

|they can draw something from their own experience. |Paper |

| |Art supplies |

|Students share their drawings and explain what in their drawing represents freedom. |Research materials |

| | |

|Facilitate a discussion where students share their ideas about why they think Freedom is important to |TEKS: 2.1A,2.4A, 2.13B,2.14C, 2.14D, 2.19B |

|America. (Allow students to share with a shoulder partner before sharing with the class. ) | |

| |Purpose: to illustrate the students understanding of |

|Under their drawing, students finish the sentence stem: |freedom and how it relates to the national identity of |

|La libertad es importante para Norteamérica porque … |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 |

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

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

|Students mark their blank U.S. map following the directions on the Handout: Instrucciones del mapa de la |map, class U.S. map or atlases |

|Semana para celebrar la libertad page. |colored pencils or crayons |

| | |

|Students mark on their maps locations that relate to the symbols, landmarks, government buildings, |Attachments: |

|monuments and patriots that were researched earlier this week. |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 |

|Divide students into triads. |Materials: |

| |Completed maps from Explore section |

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

| | |

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

|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? | |

| | |

|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 |Purpose: |

|community, state and nation. Write a sentence explaining the relationship between the community, state and|Students tie the information learned about symbols, |

|nation. (2.1B, 2.14C, 2.14D, 2.18D, 2.19B) [pic] 3C 5F |landmarks, and historical people to the idea that these |

| |things and people remind us of who we are and what is |

|The local community is in the state of Texas. Texas is a state within the country of the United States. |important to us (our freedom). These things and people |

| |and ideas bind us together as a community of good |

|Example of possible graphic organizer |citizens at the local, state and national levels. |

|[pic] | |

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

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