The Early Nation 2nd grade Social Studies Unit

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The Early Nation2nd grade Social Studies Unit
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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.
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Unit The Early Nation

• Subtopics
• The Purpose and Role of the Constitution
• Changing/Unchanging Ways of Life
• Mapping the Early Nation and the Nation Today
• Presidents Day / Washingtons Birthday

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Key Perspectives

• This Unit helps students to address the following
  Key Perspectives
• Imagining and constructing the future
• Changing lifestyles work and leisure
• Cultural heritage
• Time, Place, and Space

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How This Unit Addresses the Key Perspectives

• 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.

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Why is This Important?

• 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.

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Background Information on Topic

• 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.

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Rationale Why teach this information?

• 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.

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Instructional Strategies

• 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.

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Instructional Strategies

• Other Instructional Strategies will include
• Integrating the arts
• Using interviews
• Incorporating current events
• Field Trips
• Using role play

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Literacy Links

• 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)

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Unit Sketch

• Essential Question
• 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.

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Unit Standards

• The Unit on the Early Nation will target the
  following ISBE standards
• 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., Lincolns Birthday, Martin Luther Kings
  Birthday, Pulaski Day, Fourth of July, Memorial
  Day, Labor Day, Veterans Day, Thanksgiving

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Unit Standards

• 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 Presidents 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
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Unit Sketch Activities/Lessons

• The following activities can be completed to help
  students learn about the changes that occurred
  within the early nation.
• 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.

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The Purpose and Role of a Constitution

• Key Perspective Addressed Imagining and
  Constructing the Future
• Instructional Strategy simulation/using
  documents and primary sources
• Activities
• Create a classroom constitution
• Simulate the constitutional convention
• Looking at parts of the constitution
• i.e.. Bill of rights

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Changing/Unchanging Ways of Life

• Key Perspective Addressed changing Lifestyles
  Work and Leisure
• Instructional Strategy Whole Class discussion
• Activities
• Study Sacagawea
• Read about Sacagawea and other pioneering women
• Compare/Contrast roles of women today and those
  of the past

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Mapping the Early Nation and the Nation Today

• Key Perspective Addressed Time, Place, and Space
• Instructional Strategy Community Resources,
  Geographical Surveys of Students community
• Activities
• Study Roads and Postal Service
• Compare/Contrast Maps (Today and of the Past)
• Study Purchase of Northwest Territory
• Have students map their houses/communities

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Washingtons Birthday

• Key Perspective Addressed Cultural Heritage
• Instructional Strategy Integrating Arts (Role
  Play)
• Activities
• Study Washington
• (See Lesson Plan included) Aspects of lesson
  will include
• KWL chart
• Role Play
• Student Research

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Presidents Day

• Key Perspective Addressed Cultural Heritage
• Instructional Strategy Oral History, Interview
• Activities
• Making Presidents 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

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Lesson Plan George Washington

• 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

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Essential/Driving Question

• 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?

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Enduring Understandings

• As students study Washington, they should leave
  the lesson with enduring understandings. Such
  topics might include
• 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

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Standards Alignment

• The lesson on George Washington meets the
  following ISBE standards
• 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).

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Standards Alignment

• George Washington Lesson meets unit standards as
  research and investigate why a particular
  individual was important to our nations 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.

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Materials

• The following is needed for the George Washington
  lesson
• Books about George Washington (see reference
  list)
• Pencils
• Paper
• White Wig
• Various Library/research materials

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Procedure

• 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).

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Implementation Day One

• 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.

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Day Two

• 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.)

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Day Three

• 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 QA worksheet
  for a final product.

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Day Four

• Students will partner up with a student from a
  different research group and sit face to face.
  Students will exchange the George Washington QA
  sheets and conduct interviews with each other.
  The first student will ask the questions from the
  second students 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).

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Summary and/or closing

• 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, Presidents Day,
  the actual job of the president etc.

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Accommodations for individual needs

• 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.

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Accommodations

• 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.
• 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.

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Accommodations

• -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
  childs 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

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Assessment

• Students final George Washington QA 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.

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Assessment/Accommodations

• 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.

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Reflections

• 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 nations history.

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References for Unit

• Washington and Presidents Day
  (Presidents Day/Washington)
• 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)
• 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.

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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.