I Am a Citizen Lesson Synopsis:

Grade 2 Unit: 01 Lesson: 01 Suggested Duration: 8 Days I Am a Citizen Lesson Synopsis: As students begin the year, they are reminded about being citizens in the classroom and school. In this lesson, students revisit the traits of a citizen using historical figures as examples (Thur Marshall, Abigail Adams, and Sojourner Truth). Students also examine choices they make that can lead to citizenship in the classroom and in the community. TEKS: 2.4 History. The student understands how historical figures, patriots, and citizens helped shape the community, state, and nation. The student is expected to: 2.4A Identify contributions of historical figures, including Thur Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation. 2.13 Citizenship. The student understands characteristics of citizenship as exemplified by historical figures and other individuals. The student is expected to: 2.13A Identify characteristics of citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting. 2.13B Identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified citizenship. 2.13C Identify other individuals who exemplify citizenship. 2.13D Identify ways to actively practice citizenship, including involvement in community service. 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. Skills TEKS: 2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 2.19A Express ideas orally based on knowledge and experiences. 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): Create a Wanted! Good Citizens poster illustrating a citizen(s). Use at least three of the characteristics of citizenship and cite examples of historic and/or contemporary figures actively 2013, TESCCC 05/03/13 page 1 of 6

Grade 02 practicing citizenship. Explain to a classmate how the person exhibited citizenship. (2.4A; 2.13A, 2.13B, 2.13C, 2.13D; 2.19A, 2.19B) 1.C; 2C Key Understandings and Guiding Questions: Historic and contemporary citizens in a democratic society display common characteristics that reflect the beliefs that they value. What contributions by historical figures have influenced the community, state and nation? What are the characteristics of citizenship? Who are examples of historical figures who have exemplified citizenship? Who are examples of other individuals who exemplify citizenship? How do people actively practice citizenship? Vocabulary of Instruction: 2012, TESCCC 02/17/12 page 2 of 6

citizen pledge justice equality citizenship respect Materials: Refer to the Notes for Teacher section for materials. Attachments: Teacher Resource: Historical Figure Stamps Handout: Historical Good Citizen Biographies (Several of each person for centers) Handout: Good Citizen Notes (1 per student and 1 per group of 4) Teacher Resource: Good Citizen Notes Questions Handout: Three Good Citizens! (1 per student) Handout: Good Citizenship Scenarios (1 per student) References and Resources: Advance Preparation: 1. Become familiar with content and procedures for the lesson, including the historical figures and how they exemplify citizenship and thereby helped shape the state and nation. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Preview materials and websites according to district guidelines. 4. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. Include a variety of materials on the historical figures to create centers for day 2. (You may want to record someone reading some of the materials for easier access.) 5. Collect appropriate books, materials, and articles about Sojourner Truth, Thur Marshall, and Abigail Adams. 6. Identify at least 3 local citizens to use as examples of local citizens (Day 4) and create biographical information for each, including a summary, to parallel materials provided for historical figures. 7. Create or find a poster of, or copies of, the words to the Pledge of Allegiance. Background Information: The characteristics of citizenship (2.13A: identify characteristics of citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;) were introduced in Grade 1 (1.13A). The same traits are revisited in grade 3 as well (3.11A). Different people are used in each grade to exemplify the characteristics. In this unit the examples are: Thur Marshall: ( citizenship characteristics exhibited: justice, respect for oneself and others, participation in government by educating oneself about the issues) Influential lawyer, judge, Grade 2 and the first African American appointed to Supreme Court. In 1954, as a lawyer appearing before the Supreme Court, Marshall argued, in Brown v. Board of Education, that school segregation was a violation of individual rights under the 14th Amendment. Chief Justice Earl Warren announced the unanimous decision that in the field of public education, the doctrine of 'separate but equal' has no place. Separate educational facilities are inherently unequal." Marshall was appointed to the Supreme Court in 1967 and served until 1991. Abigail Adams (1744-1818) exemplified citizenship by staying informed about issues and speaking out for what she believed. She also held elected officials to their word (as evidenced by her correspondence with John Adams). She was an advocate for women s property rights and their pursuit of an education. She was a sounding board for her husband, John Adams, during times of political turmoil. Sojourner Truth (circa 1757-1883) ( citizenship characteristics exhibited: justice, equality, respect for oneself and others, responsibility in daily life) African-American woman, abolitionist and supporter of the women's rights movement. She exemplified citizenship by advocating desegregation, supporting women s rights, and helping freed slaves adjust and find jobs and housing. 2013, TESCCC 05/03/13 page 3 of 6

See also the student handouts for this lesson for additional information on these historic figures. Good questions to ask students about the historical figures, local citizens, and themselves as citizens of the classroom, community, etc., include: What do citizens believe? What do I believe? What does that look like? What actions did they take that exemplify those beliefs? What choices did they (do I) have to make to support these beliefs? 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 EXPLORE Defining Good Citizenship 1. Ask: What is a citizen? Grade 2 Instructional Procedures 5. Teacher circulates, probing with questio to convey the ideas of citizenship. Resource: Good Citizen Notes Questi Include information on what citizen characteristics of citizenship includ respect for oneself and others, respons in government by educating oneself abo 2. Provide students with time to think. Then facilitate a brief discussion EXPLAIN My Good Citizen where students share their thoughts about citizenship. 1. Each student in the group uses the info discussion to write a two to three senten 3. Teacher acts as scribe to create a class chart. studied (the bottom box of the handout) summary should encompass the main i 4. Set up stations that include glossaries, dictionaries, Summaries and should internet give the reader infor dictionaries set to citizen/citizenship. when, and why not just the dates they summary of what they did in between a 5. Students rotate until they have used all three kinds of resources. 2. Students share their summaries with at 6. Students think about how they would finish the expert sentence: group. citizenship means GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT 3. Teacher circulates, listening, probing wi 7. Facilitate a brief discussion where students misinformation share their ideas. identifying As a class, areas that ne construct a definition of citizenship. Then read compare the summaries this definition to help find these a with the definition in TEKS 2.13A. Make any with adjustments each group needed to ensure to the correct inform definition if it is not a match. 4. Students correct or add to their summar sharing with others. Collect the handout EXPLAIN Defining Good Citizenship during the Explore section on the next d 1. Students write a definition of citizenship, completing the sentence stem: Good citizenship means EXPLORE Historic Good Citizen Jigs 1. Distribute to each student the summary 2. Post the definitions. (Throughout the lesson, (Handout: portions of Good a bulletin Citizen board Notes) INSTRUCTIONAL PROCEDURES display will be created.) 2. Also distribute to each student a copy o Instructional Procedures Citizens! (or students create their own) EXPLORE Building Knowledge about Historical Figures ENGAGE Historical figures on stamps 1. Break students into three groups. Each 3. group Break will study students and into become 3-person an jigsaw gro 1. Display the pictures of the three historical figures expert on group their on stamps. one of (Use the citizens. each of the three citizens. the Teacher Resource: Historical Figure Stamps 2. Distribute to each group copies of one of 4. the As biographies the expert, (Handout: each student, in turn, sha 2. Introduce Abigail Adams, Sojourner Truth and Historical Thur Good Marshall Citizen by Biographies with their jigsaw group. name, without telling students what they are primary known and for. secondary source materials on that historical figure. (Materials should include information on how the historical figures 5. Jigsaw members listen, ask questions, 3. Give students a few moments to look at the exemplified pictures of the stamps. citizenship and helped shape the community, state, and pictures) to their Handout: Three Good nation. They should also offer opportunities for students to use glossaries, dictionaries, and internet dictionaries.) 4. Students, in groups of four or fewer, brainstorm why these three people 6. Each jigsaw group briefly discusses all might be on a stamp, recording on paper their ideas about why these 3. Groups read (or listen to) the biography handout and study other people were chosen to be on stamps (in preparation for sharing their ideas with the class). materials on their historical figure to learn 7. about Teacher the person circulates, and probing become with questio an expert. steering the discussion to characteristic 5. Groups share their thoughts with the entire class while the teacher 4. After reading, students discuss/share what they learned with others in the scribes, on chart paper, the thoughts of the students. EXPLAIN group, completing the top 4 boxes on the 1. Handout: Facilitate a whole class discussion abou 2013, TESCCC 05/03/13 page 4 of 6

Grade 2 Instructional Procedures Instructional Procedures Instructional Procedures What choices do you make to be EXPLAIN a citizen? Good Citizens 2. Teacher acts as a scribe and creates an anchor chart about each historic 1. Students say the Pledge of Allegiance. figure as a citizen. 3. Students share their thoughts with their partner. EXPLORE Good Citizens in the Community 4. Distribute the Handout: Good Citizenship ELABORATE Scenarios Summarize learning 1. Divide students into groups of 4. students. 1. Students think about what they have lea including characteristics of citizen 2. Ask: 5. Students briefly discuss the scenario they are characteristics given and then of role play citizenship, and with each other to demonstrate how a citizen citizen. would behave in their Were there citizens only in the past? Are there given scenario. citizens today? Who are citizens in our community? 2. Facilitate a brief discussion where stude Today we will learn about citizens from our own community. 6. Choose student pairs to act out their scenarios Understanding for the whole and class. guiding questions to lesson, applying that learning to historic are citizens: 3. Place the copies of the teacher-created 7. resource Facilitate on local a brief discussion citizens where in students share their ideas about how the different centers in the room, 1 citizen the scenarios per center. offered (There people may be an opportunity to be Historic a citizen. and contemporary goo society display common characte multiple centers for each person, depending on the number of local that they value. citizens included.) EXPLAIN Good Citizenship in My Life What contributions b 1. Students quickly sketch a picture of themselves in a influenced situation similar the community, to st 4. Allow time for students, traveling in groups of one four, of the to visit scenarios, the stations. behaving in a way that exhibits citizenship. What are the charact Students write a caption below the picture. 5. While in each station, students read the material and write one word or Who are examples o phrase about that citizen to help the 2. class Post see student how sketches the person and is a conduct a gallery walk. exemplified citizenship? citizen. Students continue to travel to the other stations until they Who are examples o have visited them all. exemplify citizenship? EXPLORE A Pledge is a Promise How do people activ 6. Assign one group to each center. 1. Write on the board: A pledge is a promise. 7. Distribute the Handout: Good Citizen Notes EVALUATE Good Citizen poster 2. Ask students if they have ever heard the term Create pledge. a Wanted! Good Citizens po 8. The groups use what they have learned about the local citizens to Use at least 3 of the characteristics o complete the handout. 3. Student volunteers share what they know about examples the word of and historic give and/or contempo examples of when they have heard the word. citizenship. Explain to a classm 9. During a class discussion about citizenship, students talk about the citizenship. (2.4A; 2.13A, 2.13B local and historical citizens they studied. 1.C; 2C 4. Say: One of the customs we have 1. in Distribute the United art supplies States is to that students and e EXPLAIN Good Citizens in the Community we pledge allegiance to the United States including Flag. sharing requirements describe 1. Students quickly sketch a picture of a citizen studied demonstrating scoring. citizenship. 5. Remind students of the expectations when saying the pledge. Model for students how to stand still and place their 2. hand Students on their work heart independently during the to comple 2. Under the picture, students write one sentence pledge. about the citizen. 3. Students share their work with a partne 3. Post the illustrations to add to the bulletin 6. board Reading display from begun the poster above or and the individual copies of the pledge, students conduct a gallery walk. recite the pledge as a class using the correct etiquette. 4. Evaluate student work using a rubric. 7. Remind students that a pledge is a promise and that keeping a promise is EXPLORE Good Citizen Scenarios part of being a citizen. Use words EXTEND such as: Optional extension activity 1. Group students into pairs. When we behave as 1. citizens, Post the we student contribute posters. to our community and to the United States. When we think about what 2. In preparation for discussing choices they can make we believe to be a in and citizen, make choices to 2. act Invite in ways another that class demonstrate or parents to visit th students consider questions such as: those beliefs, we help make sure that America remains a place What opportunities to be a citizen where do you there see each is liberty day? and justice 3. for all. Students stand in front of their poster an What actions have you seen others take that show visitors. citizenship? 2013, TESCCC 05/03/13 page 5 of 6

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