Grade 02 Social Studies Unit 01 Exemplar Lesson 01 - · PDF fileGrade 2 Social Studies ... Grade 02 Social Studies Unit 01 Exemplar Lesson 01: I Am a Citizen This lesson is one approach

Grade 2

Social Studies

Unit: 01

Lesson: 01

Suggested Duration: 8 days

Grade 02 Social Studies Unit 01 Exemplar Lesson 01: I Am a CitizenGrade 02 Social Studies Unit 01 Exemplar Lesson 01: I Am a Citizen

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson

by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this

lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your districtmay be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEACommissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

As students begin the year, they are reminded about being good citizens in the classroom and school. In this lesson, students revisit the

traits of a good citizen using historical figures as examples (Thurgood Marshall, Abigail Adams, and Sojourner Truth). Students also

examine choices they make that can lead to good citizenship in the classroom and in the community.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are

required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a

previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?

id=6148.

2.4 History. 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.

2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical

figures and other individuals. The student is expected to:

2.13A Identify characteristics of good 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 good citizenship.

2.13C Identify other individuals who exemplify good citizenship.

2.13D Identify ways to actively practice good 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.

Social Studies 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 Indicators

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 20

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about:/module/standards/Tools/Browse?StandardId=110966












Grade 02 Social Studies Unit 01 PI 01

Create a “Wanted! Good Citizens” poster illustrating a good citizen(s). Use at least 3 of the characteristics of good citizenship and cite examples of historic

and/or contemporary figures actively practicing good citizenship. Explain to a classmate how the person exhibited good citizenship.

Standard(s): 2.4A , 2.13A , 2.13B , 2.13C , 2.13D , 2.19A , 2.19B

ELPS ELPS.c.1C , ELPS.c.2C

Key Understandings

Historic and contemporary good 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 good citizenship?

— Who are examples of historical figures who have exemplified good citizenship?

— Who are examples of other individuals who exemplify good citizenship?

— How do people actively practice good citizenship?

Vocabulary of Instruction

good citizen

pledge

justice

equality

citizenship

respect

Materials

art supplies

chart paper

class-created anchor charts

completed student handouts (Good Citizen Notes) from Day 2

computers open to Internet dictionaries

construction paper

dictionary

drawing paper and materials

glossary

local good citizens handout (teacher-created)

poster or individual copies of the Pledge of Allegiance

primary and secondary sources about Abigail Adams, Sojourner Truth and Thurgood Marshall

sticky notes

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and

are not accessible on the public website.

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)

Resources

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the historical figures and how they exemplify good citizenship

and thereby helped shape the state and nation.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

Grade 2

Social Studies

Unit: 01

Lesson: 01




about:/module/standards/0/110967/standard.ashx









http://files5.mycscope.us/186004123225000115169132044202179008239242253022/Download.ashx?hash=2.2






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, Thurgood Marshall, and Abigail Adams.

6. Identify at least 3 local citizens to use as examples of local good 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 good citizenship (2.13A: identify characteristics of good 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:

Thurgood Marshall: (good citizenship characteristics exhibited: justice, respect for oneself and others, participation in government

by educating oneself about the issues) Influential lawyer, judge, 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 inherentlyunequal." Marshall was appointed to the Supreme Court in 1967 and served until 1991.

Abigail Adams (17441818) – exemplified good citizenship by staying informed about issues and speaking out for what shebelieved. 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 17571883) – (good 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

good citizenship by advocating desegregation, supporting women’s rights, and helping freed slaves adjust and find jobs andhousing.

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 good 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?

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons

are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District

personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the

“My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Historical figures on stamps

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 20 minutes

1. Display the pictures of the three historical figures on their stamps. (Use the

Teacher Resource: Historical Figure Stamps or other resource.)

2. Introduce Abigail Adams, Sojourner Truth and Thurgood Marshall by name,

without telling students what they are known for.

3. Give students a few moments to look at the pictures of the stamps.

4. Students, in groups of four or fewer, brainstorm why these three people might

be on a stamp, recording on paper their ideas about why these people were

chosen to be on stamps (in preparation for sharing their ideas with the class).

Materials:

chart paper

Attachments:

Teacher Resource: Historical Figure

Stamps

Purpose:

Access prior information and lay the foundation for the idea

Grade 2

Social Studies

Unit: 01

Lesson: 01




5. Groups share their thoughts with the entire class while the teacher scribes,

on chart paper, the thoughts of the students.

that good citizens shape their community, state and nation;

this is a major theme for the second grade course.

TEKS: 2.4A, 2.13A, 2.13B

MISCONCEPTION: Students often think that being a good

citizen means only that they are well-behaved.

EXPLORE – Defining Good Citizenship Suggested Day 1 - 20 minutes

1. Ask:

What is a good citizen?

2. Provide students with time to think. Then facilitate a brief discussion where

students share their thoughts about good citizenship.

3. Teacher acts as scribe to create a class chart.

4. Set up stations that include glossaries, dictionaries, and internet dictionaries

set to citizen/citizenship.

5. Students rotate until they have used all three kinds of resources.

6. Students think about how they would finish the sentence: Good citizenship

means…

7. Facilitate a brief discussion where students share their ideas. As a class,

construct a definition of good citizenship. Then compare this definition with

the definition in TEKS 2.13A. Make any adjustments needed to the definition

if it is not a good match.

Materials:

glossary

dictionary

computers open to Internet dictionaries

class-created anchor charts

Purpose:

Students construct a definition of good citizenship.

TEKS: 2.13A, 2.19B

Instructional Note:

If time allows, students can also investigate the words

truthfulness, justice, equality, and respect.

EXPLAIN – Defining Good Citizenship Suggested Day 1 (cont’d) – 10 minutes

1. Students write a definition of good citizenship, completing the sentence stem:

Good citizenship means…

2. Post the definitions. (Throughout the lesson, portions of a bulletin board

display will be created.)

EXPLORE – Building Knowledge about Historical Figures Suggested Day 2 – 30 minutes

1. Break students into three groups. Each group will study and become an

expert group on one of the good citizens.

2. Distribute to each group copies of one of the biographies (Handout:

Historical Good Citizen Biographies). Also make available a variety of

primary and secondary source materials on that historical figure. (Materials

should include information on how the historical figures exemplified good

citizenship and helped shape the community, state, and nation. They should

also offer opportunities for students to use glossaries, dictionaries, and

internet dictionaries.)

3. Groups read (or listen to) the biography handout and study other materials

on their historical figure to learn about the person and become an expert.

4. After reading, students discuss/share what they learned with others in the

group, completing the top 4 boxes on the Handout: Good Citizen Notes.

5. Teacher circulates, probing with questions and correcting misinformation, to

convey the ideas of good citizenship. Consider using the Teacher

Resource: Good Citizen Notes Questions to guide student discussions.

Include information on what good citizenship can include. For this lesson,

characteristics of good citizenship include truthfulness, justice, equality,

respect for oneself and others, responsibility in daily life, and participation in

government by educating oneself about the issues.

Materials:

primary and secondary sources about Abigail

Adams, Sojourner Truth and Thurgood

Marshall

Attachments:

Handout: Historical Good Citizen

Biographies (1 per group)

Handout: Good Citizen Notes (1 per

student)

Teacher Resource: Good Citizen Notes

Questions

Purpose:

Students gain knowledge about the historical figures and

look for evidence that the people are good citizens.

TEKS: 2.4A, 2.13A, 2.13B, 2.13C, 2.19B

EXPLAIN – My Good Citizen Suggested Day 2 (cont’d) – 20 minutes

1. Each student in the group uses the information from the chart and the

discussion to write a two to three sentence summary of the good citizen

Grade 2

Social Studies

Unit: 01

Lesson: 01




studied (the bottom box of the handout). (Remind students that the summary

should encompass the main idea about their historical figure. Summaries

should give the reader information on who, what they did, when, and why –not just the dates they were born and died, but a summary of what they did in

between and why it was important.)

2. Students share their summaries with at least one other person in their expert

group.

3. Teacher circulates, listening, probing with questions, and correcting

misinformation identifying areas that need to be addressed. Teacher can

read the summaries to help find these areas, and then addresses them with

each group to ensure correct information will be transmitted.

4. Students correct or add to their summaries as needed in preparation for

sharing with others. Collect the handouts with their summaries for use during

the Explore section on the next day.

EXPLORE – Historic Good Citizen Jigsaw Suggested Day 3 – 40 minutes

1. Distribute to each student the summary he/she created on Day 2. (Handout:

Good Citizen Notes)

2. Also distribute to each student a copy of the Handout: Three Good

Citizens! (or students create their own).

3. Break students into 3-person jigsaw groups made up of one expert on each

of the three good citizens.

4. As the expert, each student, in turn, shares the information and summary with

their jigsaw group.

5. Jigsaw members listen, ask questions, and add information (in words or

pictures) to their Handout: Three Good Citizens!

6. Each jigsaw group briefly discusses all three historical figures.

7. Teacher circulates, probing with questions and correcting misinformation,

steering the discussion to characteristics of good citizens.

Materials:

completed student handouts (Good Citizen

Notes) from Day 2

Attachments:

Handout: Three Good Citizens! (1 per

student)

Purpose:

Students learn about all three historic figures as a means of

building a solid understanding of a good citizen.

TEKS 2.13A, 2.13B, 2.19B

EXPLAIN Suggested Day 3 (cont’d) – 10 minutes

1. Facilitate a whole class discussion about the good citizens.

2. Teacher acts as a scribe and creates an anchor chart about each historic

figure as a good citizen.

Materials:

chart paper

EXPLORE – Good Citizens in the Community Suggested Day 4 – 40 minutes

1. Divide students into groups of 4.

2. Ask:

Were there good citizens only in the past? Are there good citizens

today? Who are good citizens in our community? Today we will

learn about good citizens from our own community.

3. Place the copies of the teacher-created resource on local good citizens in the

different centers in the room, 1 good citizen per center. (There may be

multiple centers for each person, depending on the number of local good

citizens included.)

4. Allow time for students, traveling in groups of four, to visit the stations.

5. While in each station, students read the material and write one word or

phrase about that good citizen to help the class see how the person is a

good citizen. Students continue to travel to the other stations until they have

visited them all.

6. Assign one group to each center.

7. Distribute the Handout: Good Citizen Notes, 1 per center.

Materials:

sticky notes

local good citizens handout (teacher-created)

Attachments:

Handout: Good Citizen Notes (1 per group

of 4)

Purpose:

Students learn about present day community members who

are good citizens.

TEKS: 2.13C, 2.19A

Instructional Note:

Make sure to identify and prepare materials on local people

who exhibit the qualities of good citizenship identified in the

TEKS (2.13A). If the qualities identified align with those of

historical figures studied, it may be easier for students to

begin to recognize the characteristics (See Background

Information, above).

Grade 2

Social Studies

Unit: 01

Lesson: 01




8. The groups use what they have learned about the local good citizens to

complete the handout.

9. During a class discussion about good citizenship, students talk about the

local and historical good citizens they studied.

EXPLAIN – Good Citizens in the Community Suggested Day 4 (cont’d) – 10 minutes

1. Students quickly sketch a picture of a good citizen studied demonstrating

good citizenship.

2. Under the picture, students write one sentence about the good citizen.

3. Post the illustrations to add to the bulletin board display begun above and

conduct a gallery walk.

Materials:


EXPLORE – Good Citizen Scenarios Suggested Day 5 – 40 minutes

1. Group students into pairs.

2. In preparation for discussing choices they can make to be a good citizen,

students consider questions such as:

What opportunities to be a good citizen do you see each day?

What actions have you seen others take that show good

citizenship?

What choices do you make to be a good citizen?

2. Students share their thoughts with their partner.

3. Distribute the Handout: Good Citizenship Scenarios, one to each pair of

students.

4. Students briefly discuss the scenario they are given and then role play with

each other to demonstrate how a good citizen would behave in their given

scenario.

5. Choose student pairs to act out their scenarios for the whole class.

6. Facilitate a brief discussion where students share their ideas about how the

scenarios offered people an opportunity to be a good citizen.

Attachments:

Handout: Good Citizenship Scenarios

Purpose:

Students apply what they have learned about good

citizenship to a situation that could happen in real life.

TEKS: 2.13D, 2.19A, 2.20A

EXPLAIN – Good Citizenship in My Life Suggested Day 5 (cont’d) – 10 minutes

1. Students quickly sketch a picture of themselves in a situation similar to one of

the scenarios, behaving in a way that exhibits good citizenship. Students write

a caption below the picture.

2. Post student sketches and conduct a gallery walk.

Materials:


EXPLORE – A Pledge is a Promise Suggested Day 6 – 40 minutes

1. Write on the board:

A pledge is a promise.

2. Ask students if they have ever heard the term pledge.

3. Student volunteers share what they know about the word and give examples

of when they have heard the word.

4. Say:

One of the customs we have in the United States is that we pledge

allegiance to the United States Flag.

5. Remind students of the expectations when saying the pledge. Model for

students how to stand still and place their hand on their heart during the

pledge.

6. Reading from the poster or the individual copies of the pledge, students

recite the pledge as a class using the correct etiquette.

Materials:

poster or individual copies of the Pledge of

Allegiance

Purpose:

Students recite the pledge and understand that keeping a

promise is part of a being good citizen.

TEKS: 2.13A

Instructional Note:

Check district policy for protocol for students

that do not recite the pledge for religious

reasons.

I pledge allegiance to the flag of the United

States of America, and to the republic for

which it stands, one nation under God,

indivisible, with liberty and justice for all.

Grade 2

Social Studies

Unit: 01

Lesson: 01




7. Remind students that a pledge is a promise and that keeping a promise is

part of being a good citizen. Use words such as:

When we behave as good citizens, we contribute to our

community and to the United States. When we think about what we

believe in and make choices to act in ways that demonstrate those

beliefs, we help make sure that America remains a place where

there is liberty and justice for all.

EXPLAIN – Good Citizens Suggested Day 6 (cont’d) – 10 minutes

1. Students say the Pledge of Allegiance.

ELABORATE – Summarize learning Suggested Day 7 – 10 minutes

1. Students think about what they have learned about good citizenship,

including characteristics of good citizenship, people who exemplify

characteristics of good citizenship, and the choices people make to be a

good citizen.

2. Facilitate a brief discussion where students address the Key Understanding

and guiding questions to summarize learning in the lesson, applying that

learning to historical and contemporary people who are good citizens:

Historic and contemporary good 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 good citizenship?

— Who are examples of historical figures who have exemplified good

citizenship?

— Who are examples of other individuals who exemplify good citizenship?

— How do people actively practice good citizenship?

Materials:

paper and art supplies

TEKS: 2.4A; 2.13A, 2.13B, 2.13C, 2.13D

EVALUATE – Good Citizen poster Suggested Day 8 – 50 minutes

Grade 02 Social Studies Unit 01 PI 01

Create a “Wanted! Good Citizens” poster illustrating a good citizen(s). Use at least 3 of the

characteristics of good citizenship and cite examples of historic and/or contemporary

figures actively practicing good citizenship. Explain to a classmate how the person

exhibited good citizenship.

Standard(s): 2.4A , 2.13A , 2.13B , 2.13C , 2.13D , 2.19A , 2.19B

ELPS ELPS.c.1C , ELPS.c.2C

1. Distribute art supplies to students and explain the Performance Indicator,

including sharing requirements described in the rubric to be used for scoring.

2. Students work independently to complete their poster.

3. Students share their work with a partner.

4. Evaluate student work using a rubric.

Materials:

construction paper

art supplies

TEKS: 2.4A; 2.13A, 2.13B, 2.13C, 2.13D; 2.19A, 2.19B

EXTEND – Optional extension activity Optional, as time allows

1. Post the student posters.

2. Invite another class or parents to visit the exhibit.

3. Students stand in front of their poster and share their learning with visitors.

Grade 2

Social Studies

Unit: 01

Lesson: 01













Grade 2 Social Studies

Unit: 01 Lesson: 01

©2012, TESCCC 4/01/13 page 1 of 3

Historical Figure Stamps

(2010). Thurgood marshall stamp. (2010). [Web Photo]. Retrieved from

http://www.enchantedlearning.com/history/us/aframer/bios/


Unit: 01 Lesson: 01

©2012, TESCCC 4/01/13 page 2 of 3

(n.d.). Abigail adams. [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=70e8084f6e917fd2851398cb2a71225f398190e8


Unit: 01 Lesson: 01

©2012, TESCCC 4/01/13 page 3 of 3

(2013). Sojourner truth stamp 1986. (2013). [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=c255e4e00d1e8081e3b3e0e0f

1a6682fb90811f6&st=sojourner%20truth


Unit: 01 Lesson: 01

©2013, TESCCC 05/03/13 page 1 of 3

Historical Good Citizen Biographies

Abigail Adams

Abigail Adams was born in 1744. She was married to John Adams who

was the second president of the United States. She believed in equal rights

for women. She wanted women to have an education. She was not able to

go to school, and her mother taught her how to read and write. Abigail

Adams was also opposed to slavery. She believed that slavery was evil

and was a threat to America. She wrote letters to her husband about her

beliefs. Her son, John Quincy Adams, was the sixth president of the United

States. She died in 1818 when she was 74 years old.

(n.d.). Abigail adams. [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=70e8084f6e917fd2851398cb2a71225f398190e8


Unit: 01 Lesson: 01

©2013, TESCCC 05/03/13 page 2 of 3


Sojourner Truth

Sojourner Truth was born in 1797. She was born a slave, and her given

name was Isabella Baumfree. Later she and her baby daughter escaped

from her owners. She had to go to court to have her son Peter, who had

been sold illegally, returned to her. She won the case with the help of some

abolitionists, the Van Wageners. She changed her name to Sojourner

(which means traveler) Truth (honesty) and became a preacher. She also

spoke against slavery, and for equal rights for all people, including women.

She gave a famous speech titled “Ain’t I A Woman.” She worked to improve

the rights of African Americans after slavery ended. She died in 1883. She

was 86 years old.

(2013). Sojourner truth stamp 1986. (2013). [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=c255e4e00d1e8081e3b3e0e0f

1a6682fb90811f6&st=sojourner%20truth


Unit: 01 Lesson: 01

©2013, TESCCC 05/03/13 page 3 of 3


Thurgood Marshall

Thurgood Marshall was born in 1908. He attended law school at Howard

University. He worked for the NAACP (the National Association for the

Advancement of Colored People). He fought to end segregation (keeping

people separated by their color) in housing, education, and voting. He was

the head lawyer in the famous case Brown v. The Board of Education,

which made segregation illegal. In 1967, he was appointed to the United

States Supreme Court by President Johnson. He was the first African

American to serve on the nation’s highest court. He retired in 1991 when

his health started to fail, and he died in 1993. He was 85 years old.

(2010). Thurgood marshall stamp. (2010). [Web Photo]. Retrieved from

http://www.enchantedlearning.com/history/us/aframer/bios/


Unit: 01 Lesson: 01

©2012, TESCCC 05/03/12 page 1 of 1

Good Citizen Notes

Who was the Good Citizen?

When did he/she live?

What was going on at the time?

What did the person believe?

Which characteristics of good citizenship were shown?

How were they shown?

What did he/she choose to do?

Why did he/she do this?

How did these actions help shape the nation?

Picture

Summary


Unit: 01 Lesson: 01

©2012, TESCCC 05/03/12 page 1 of 1

Good Citizen Notes Questions

Note: The following are questions that can be considered as students study the good citizen. Answers will depend on primary and secondary sources available and chosen for use during this lesson.

Abigail Adams:


When did she live?





What did she choose to do?

Why did she do this?


Sojourner Truth:


When did she live?





What did she choose to do?

Why did she do this?


Thurgood Marshall:


When did he live?





What did he choose to do?

Why did he do this?



Unit: 01 Lesson: 01

©2012, TESCCC 04/05/13 page 1 of 1

Three Good Citizens!

Abigail Adams 1744 – 1818 What? When? Where? Why? Importance:

Sojourner Truth 1797 – 1883 What? When? Where? Why? Importance:

Thurgood Marshall 1908 – 1993 What?

When? Where? Why? Importance:


Unit: 01 Lesson: 01

©2013, TESCCC 05/15/13 page 1 of 4

Good Citizen Scenarios

Annabelle is a Girl Scout. She decided to become a Girl Scout

because her friend Lydia invited her to join, and it looked like fun.

In Girl Scouts, Annabelle and Lydia have been learning a lot.

They work hard on new skills to earn badges. Their Girl Scout

troop also works together to help people. In the fall, they clean up

their school’s playground; in the winter, they collect canned goods

for the needy; and in the spring, they have planned a day to work

at the local animal shelter.


Unit: 01 Lesson: 01

©2013, TESCCC 05/15/13 page 2 of 4

Anthony is a firefighter. He had to get special training to be a

firefighter. He also has to stay fit and strong. Anthony and the

other fire fighters fight fires in their community. They help keep

people safe. They also help when there is a car accident.

Firefighters are first responders; they are some of the first people

on the scene when people need help.


Unit: 01 Lesson: 01

©2013, TESCCC 05/15/13 page 3 of 4

Mr. Mendoza is a grandparent volunteer at an elementary school.

He makes a promise to come once a week. He meets with first

graders and helps them practice their reading. While it is not his

job and he does not get paid, he enjoys helping. The first graders

love it when Mr. Mendoza and the other volunteers come.


Unit: 01 Lesson: 01

©2013, TESCCC 05/15/13 page 4 of 4

The Astor High School 4x400 relay team has been practicing all

season. They have to work together and listen to their coaches.

They have to come to practice even if they are tired or bored.

They have to keep good grades to get to participate in track. They

also have to make healthy choices. The team relies on each

other.

Image source (all): Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

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Grade 02 Social Studies Unit 01 Exemplar Lesson 01 - · PDF fileGrade 2 Social Studies ... Grade 02 Social Studies Unit 01 Exemplar Lesson 01: I Am a Citizen This lesson is one approach