Transcript The Early Nation 2nd grade Social Studies Unit

The Early Nation
2nd grade Social Studies Unit
Brainstorming the Topic
The Early Nation : 2nd Grade
What we know:
-Constitution
-Declaration of Independence
-Thomas Jefferson
-George Washington
-Small communities
-Loyalists
-West-ward Expansion
-Slavery
-Native Americans
(land taken away)
-Women: nucleus of
family
-Colonies/Statehood
What we want to know:
-Laws that were created
-What kinds of people moved
west?
-How did life change for Native
Americans?
-Where was there slavery?
-What did the country look like
after the war?
-What things did people do for
fun?
-Who were important leaders?
Who were their wives?
**Students could complete the Learned
aspect of the chart after completing the
unit.
Unit: The Early Nation
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Subtopics:
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The Purpose and Role of the Constitution
Changing/Unchanging Ways of Life
Mapping the Early Nation and the Nation Today
President’s Day / Washington’s Birthday
Key Perspectives
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This Unit helps students to address the
following Key Perspectives:
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Imagining and constructing the future
Changing lifestyles – work and leisure
Cultural heritage
Time, Place, and Space
How This Unit Addresses
the Key Perspectives:
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For our unit, we would like to focus on the changing ways of life.
In our “Want to Know” column, our questions all center around
the way the nation changed as a result of the Revolutionary War.
As we focus on the changes that occurred in the early nation, the
Key Perspectives of 1) imagining and constructing the future, 2)
cultural heritage, 3) time, place, and space and 4) changing
lifestyles, can all be analyzed. The study of our early nation is
important for students in that change is how we as a nation have
progressed and learned. Understanding the lives and challenges
people in the past encountered helps us today as we deal with
issues of multiculturalism and diversity. Finally, it is essential that
students have an awareness of the law making process, as today
we as a society function within the same boundaries created at
the start of the nation.
Why is This Important?
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As our nation has developed, people groups,
places, and policies have changed. It is important
that students are aware of events in the past, and
how such events help to shape their future.
Only after understanding and analyzing the
occurrences of the past, can students learn from
them. Teaching about the early nation is important.
Students can then make wise
decisions based on their knowledge
of what occurred in the past.
Background Information on
Topic
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When researching the topic of the Early
Nation, we found that currently, students are
not studying this time period. Instead, the
events concerning the early nation are tied
into the Revolutionary War.
Unfortunately, students are not presented with
multiple perspectives as they study the
revolution. In our unit, we want to incorporate
the voices of many people, in order to help
students to think critically about past events.
Rationale – Why teach this
information?
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We believe it is essential that this unit is
taught, as students need a basic
understanding of the development of our
country as displayed through the changes the
nation underwent.
As students are aware of events in the past,
they can begin to analyze current events and
draw comparisons to what is similar/different
about each situation.
Instructional Strategies
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For our unit on the early nation, instructional
methods will be varied. At times direct instruction
might be used. Read-alouds or demonstrations will
be best served through direct instruction. For other
activities, groups or pairs of students might work
together. Some lessons might require individual
student work. Our goal is to vary the form of
instruction throughout the unit to attempt to meet the
unique needs of each student. As instruction is
varied, different channels or learning types are
accessed, and every student should have
opportunities to learn in a manner that is tailored
specifically to them.
Instructional Strategies
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Other Instructional Strategies will include:
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Integrating the arts
Using interviews
Incorporating current events
Field Trips
Using role play
Literacy Links
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Students will use a variety of sources to
understand the material presented in the unit.
Nonfiction, fiction, newspapers, magazines,
drama and video will be presented to help
students gain a critical interpretation of the events
that occurred within the early nation. (See
reference list for further information)
Unit Sketch
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Essential Question:
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What are the changes that occurred in the early
nation?
As students learn the material presented in
the unit, they will be asked to continually
reference the essential question. The
focus of the unit will be to help students
understand the changes that occurred
during the development of the early nation.
Unit Standards
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The Unit on the Early Nation will target the
following ISBE standards:
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17.D.1 Identify changes in geographic characteristics of a local region
(e.g., town, community).
17.A.1a Identify physical characteristics of places, both local and global
(e.g., locations, roads, regions, bodies of water).
16.A.1b Ask historical questions and seek out answers from historical
sources (e.g., myths, biographies, stories, old photographs, artwork,
other visual or electronic sources).
16.A.1c Describe how people in different times and places viewed the
world in different ways
16.B.1b (US) Explain why individuals, groups, issues and events are
celebrated with local, state or national holidays or days of recognition
(e.g., Lincoln’s Birthday, Martin Luther King’s Birthday, Pulaski Day,
Fourth of July, Memorial Day, Labor Day, Veterans’ Day, Thanksgiving
Unit Standards
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Our unit will meet the standards as follows:
17.D.1 : The map activities will help students identify geographic
characteristics and changes.
17.A.1a The study of the postal service/road will help students to identify
physical characteristics of places.
16.A.1b The Washington lesson will assist students in learning how to
ask historical questions and seek out answers from historical sources.
16.A.1c The study of Sacagawea enables students to describe how
people in different times and places viewed the world in different ways
16.B.1b (US) The study of President’s Day and George Washington
allows students to explain why individuals, groups, issues and events are
celebrated with local, state or national holidays or days of recognition.
Please see lesson ideas for further explanation
Unit Sketch:
Activities/Lessons
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The following activities can be completed to
help students learn about the changes that
occurred within the early nation.
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Keep in mind:
Key perspectives and the essential question should
be referenced in each lesson.
Students could be encouraged to interview family or
community members to gain further information on
the topic.
Current events that pertain to topics discussed can
be shared at the beginning of each lesson.
The Purpose and Role of a
Constitution
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Key Perspective Addressed: Imagining and
Constructing the Future
Instructional Strategy: simulation/using documents
and primary sources
Activities:
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Create a classroom constitution
Simulate the constitutional convention
Looking at parts of the constitution
i.e.. Bill of rights
Changing/Unchanging Ways of
Life
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Key Perspective Addressed: changing
Lifestyles; Work and Leisure
Instructional Strategy: Whole Class
discussion
Activities
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Study Sacagawea
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Read about Sacagawea and other pioneering women
Compare/Contrast roles of women today and those of
the past
Mapping the Early Nation and
the Nation Today
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Key Perspective Addressed: Time, Place, and Space
Instructional Strategy: Community Resources,
Geographical Surveys of Students’ community
Activities
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Study Roads and Postal Service
 Compare/Contrast Maps (Today and of the Past)
 Study Purchase of Northwest Territory
 Have students map their houses/communities
Washington’s Birthday
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Key Perspective Addressed: Cultural Heritage
Instructional Strategy: Integrating Arts (Role Play)
Activities:
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Study Washington
 (See Lesson Plan included) Aspects of lesson will include:
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KWL chart
Role Play
Student Research
President’s Day
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Key Perspective Addressed: Cultural Heritage
Instructional Strategy: Oral History, Interview
Activities
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Making President’s Day “Birthday Cards” for one of the
presidents (Students choose president)
Have students talk with parents concerning presidents
parents remember
Play Jeopardy Game concerned with events,
years, accomplishments of presidents
Lesson Plan:
George Washington
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Topic: Assisting Students in Learning about
George Washington
Purpose: As students learn about key persons of
the past, they will develop an understanding of
the contributions such individuals made.
Students will then have the ability to see how
such contributions impact them and their lives
today.
*If teacher desires, this lesson is provided in a document
format and can be accessed from the 448 Early
Nation.doc file*
Essential/Driving Question:
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As students work through the lesson, they
will view materials through the lense of the
essential question : “What are the changes
that occurred in the early nation?”
Students will also answer the Lesson
Question: “What do you want to know about
George Washington?”
Enduring Understandings
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As students study Washington, they should
leave the lesson with enduring
understandings. Such topics might include:
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How to write questions
How to research to find answers to questions
Facts about George Washington
Important contributions Washington made to the
United States of America
Standards Alignment
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The lesson on George Washington meets the
following ISBE standards:
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STATE GOAL 16: Understand events, trends, individuals and
movements shaping the history of Illinois, the United States and
other nations.
-16.A.1a Explain the difference between past, present and future
time; place themselves in time
-16.A.1b Ask historical questions and seek out answers from
historical sources (e.g., myths, biographies, stories, old
photographs, artwork, other visual or electronic sources).
16.B.1a (US) Identify key individuals and events in the
development of the local community (e.g., Founders days, names
of parks, streets, public buildings).
Standards Alignment
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George Washington Lesson meets unit standards as
research and investigate why a particular individual
was important to our nation’s history.
Students will also understand the importance of
asking questions and finding answers from historical
events. In this case, students will use such skills to
learn more about George Washington.
Materials
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The following is needed for the George
Washington lesson:
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Books about George Washington (see
reference list)
Pencils
Paper
White Wig
Various Library/research materials
Procedure
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Opening of lesson/motivators: First, the
teacher will introduce the topic to the
students and find out what they know about
George Washington. The teacher will record
all of the known information on the
board/overhead in a brainstorming fashion
(web, concept map, cart, etc).
Implementation: Day One
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Students will derive questions that they want
to know about George Washington. Anything
that interests them is acceptable. The
teacher will record the questions on chart
paper. Students will then choose their four
questions that they want to research in order
to find answers. The end of the lesson will be
spent reviewing all of the questions and
placing the students into research groups
based on the questions they have chosen.
Day Two:
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Students will be given the opportunity to break in to
the research groups assigned and find research
materials to help them answer their questions.
Planning ahead and reserving library time for the
class on this day would be helpful. When students
find relevant information they can record answers in
their journals. Complete sentences are not
necessary at this stage of the lesson (students can
also use books noted on the materials list that are
provided by teacher or librarian.)
Day Three:
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Students will finish any remaining research that is
needed to answer their questions. Once all
research is complete, the students will record (in
their journals) the answers underneath the
appropriate question in complete sentences. The
teacher will then check the journals to make sure all
work is completed and done correctly. Lastly, the
students will copy the questions and answers to the
George Washington Q&A worksheet for a final
product.
Day Four:
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Students will partner up with a student from a
different research group and sit face to face.
Students will exchange the George Washington
Q&A sheets and conduct interviews with each other.
The first student will ask the questions from the
second student’s sheet, the second student will
reply as if he/she is George Washington. Students
will then switch roles, and the first student will
respond to the questions posed by the second
student. (While students are working, a white wig
can be passed around the classroom. Students can
take turns wearing the wig so that each child has a
chance to “look like Washington”).
Summary and/or closing
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At the end of day four and/or during day five,
students will review the interesting
information they have learned about George
Washington. The teacher can return to the
initial question sheet and have the groups
share the information they acquired during
their research. Follow up lesson can include
other presidents, President’s Day, the actual
job of the president etc.
Accommodations for
individual needs
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In order to assist students with disabilities,
the following accommodations could be
made:
-physical disabilities: the student will
be assigned a particular station or group
that will complete activities in which this
student can participate. The teacher will
also ensure the student has access
(wheelchair/walker/etc) to necessary
materials.
Accommodations:
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reading/writing disabilities: students can be assigned particular
roles. When writing is necessary the student could dictate ideas
while a partner writes necessary information. The student might
also be given a tape recorder on which to record
questions/answers/research orally. Finally, the student could be
given a partially complete worksheet on which to record answers.
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behavioral/attention disabilities: the teacher can place the
student with behavioral/attention disabilities with peers who have a
calming effect on the child. The student can also be situated near
the teacher if need be to help him continue to focus on his work. A
“quite table/desk” (quite location away from other students and
distractions) might be provided for the student so he/she is able to
concentrate on the task assigned.
Accommodations:
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-students with learning disabilities: students with learning
disabilities will be attended to as specified on their IEP. However,
because this particular activity revolves around group work, the
teacher will place the student in a group where he will most likely be
able to succeed. The student can then work to the best of his ability
within the group. The student might also receive books/information
directly from the teacher. The teacher can then ensure the materials
are at the appropriate reading level and contain information that is
relevant to the child’s research needs.
-Gifted Students: In order to accommodate students who are gifted:
-More detailed responses will be expected. Students could also
be encouraged to develop and research a greater number of
questions. Students might also be asked to research other
presidents of the time period, and then share results with the class.
*Additional supports will be provided based on the needs of each
particular student*
Assessment:
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Students’ final George Washington Q&A sheet will be used
to assess their writing. The teacher will grade each
worksheet to ensure correct spelling, grammar, and
punctuation were used in writing the questions and
answers. The teacher will also circulate around the room
and monitor interviews to make sure all students are
participating orally and that the information shared is
pertinent to the questions asked. Finally, the teacher will
note student responses and participation during classroom
discussion. Student comments should demonstrate they
have found and understand pertinent information
concerning George Washington.
Assessment/Accommodations
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Because each lesson in the unit is unique and
requires various instructional methods and
materials, other assessment and
accommodation strategies will be
implemented on an individual lesson basis.
For example, the George Washington lesson
included specific strategies that would assist
the teacher in effectively teaching and
assessing what the students have learned.
Similarly, assessment and accommodations
will need to be tailored to the needs of the
students as the other lesson formats vary.
Reflections:
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Through this unit, we desired to make the study of the
Early Nation accessible to young elementary aged
students. We found that planning is important, as such a
the events within such a general time period can be
difficult for students to comprehend as a whole. By
outlining specific aspects of importance, we were able to
highlight key events and persons that had an influential
role in the development of our early nation. Through this
unit, students will be able to learn and develop an
appreciation for differentiated perspectives and changes
that have occurred throughout our nation’s history.
References for Unit
Washington and President’s Day (President’s
Day/Washington)
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Nelson, Robin. President's Day. Minneapolis: Lerner Publications
Company, 2003.
Ford, Clarin. Heroes of American History: George Washington. Berkeley
Heights: Enslow Publisher Inc, 2003.
Sacagawea (Changing ways of Life  Women)
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Elaine, Raphael, and Don Bolognese. Sacajawea: The Journey West. :
Scholastic Inc., 1994.
Rowland, Della. The Story of Sacajawea: Guide to Lewis and Clark.
Milwaukee: Gareth Stevens Publishing, 1995.
Krenskey, Stephen. Sacagawea. New York: Aladdin Paperbacks, 2000.
McLeese, Don. Native American Legends: Sacagawea. Vero Beach:
Rourke Publishing, 2004.
Alter, Judy. Sacagawea: Native American Interpreter. Chanhassen: The
Child's World, 2003.
References (Continued)
Other
Roads/Postal Service (Westward Expansion)
 Nicola, Baxter. Roads. New York: Franklin Watts, 2000.
 Kole, Elaine. The US Mail. Berkeley Heights: Enslow Publishers
Inc, 2002.
 McNeese, Tim. From Trails to Turnpikes. New York: Crestwood
House, 2002.
Changing Ways of Life
 Reynolds, Helen. Fashionable History of Coats and Pants.
Chicago: David West Children's Books, 2003.
 Reynolds, Helen . Fashionable History of Dresses and Skirts.
Chicago: David West Children's Books, 2003.