grade one unit two: our national heritage · pdf file1st frameworks for the georgia standards...

1st Frameworks for the Georgia Standards of Excellence in Social Studies

Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks,

examples of Student Work, and Teacher Commentary for the First Grade Social Studies Course.

Grade One Unit Two: Our National Heritage Elaborated Unit Focus

In this unit, students will begin to explore the United States national heritage using the theme of culture to learn about patriotic songs. Students will also use the theme of location to explore basic physical and political geography, and to relate their physical location to the various ways it can be described.’ Note: Be sensitive to the fact that some students may not be able to observe certain ways of expressing patriotism such as by singing patriotic songs, however, they can still learn about the lyrics and what they mean as the standards and these lesson ideas suggest.

Connections to Connecting Themes/Enduring Understandings

The student will understand that culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special. The student will understand that where people live matters

GSE for Social Studies

SS1CG2 Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc SS1G2 Identify and locate the student’s city, country, state, nation (country), and continent on a simple map or globe.

Connection to Social Studies Matrices (information processing and/or map and globe skills)

Map and Globe Skills: 1. Use a compass rose to identify cardinal directions. 2. Use intermediate directions.

7. Use a map to explain impact of geography on historical and current events. Information Processing Skills:

1. Compare similarities and differences 2. Organize items chronologically 5. Identify main idea, detail, sequence of events, and cause and effect in a

Social Studies context. 6. Identify and use primary and secondary sources



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Essential Questions and Related Supported/Guiding Questions SS1CG2 Explore the concept of patriotism: brotherhood, liberty, freedom, pride

What does it mean to show love for your country?

• Why are you proud of our country?

• Why is liberty so important?

• What does it mean to have freedom?

• Why do you think brotherhood is so important for our country?

• How do the songs America and America the Beautiful show love for our country?

SS1G2: identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

• Where do I live? (city, county, state, nation, and continent)

Culture: how people think, act, celebrate, and make rules, and that it is what makes a group of people special.

• How do we celebrate being an American?

• What makes America special?

Location: Where people live matters

• What freedoms do we have because we are Americans?

• What makes America a great place to live?



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SS1CG2: Illustrate America Students will illustrate the lyrics of America.

1. Play America with the lyrics several times (see Primary Source PowerPoint). 2. Have a class discussion. How does the song show how we feel about America? How does the

song show love for our country? Discuss what the lyrics mean and why they are important. 3. Give the students a copy of the lyrics and have them follow with their fingers as you read it.

Read it again with their help. 4. Have the students illustrate the song to match the lyrics.

GSE Standards and Elements

SS1CG2 Explore the concept of patriotism through the words in the songs America (My Country Tis of Thee) and America the Beautiful

GSE Standards and Elements for ELA

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly ELASGE1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

Social Studies Matrices Enduring Understanding

Information Processing Skills: 5. Identify main idea, detail, sequence of events, and cause and effect in a

Social Studies context. Culture: The student will understand that culture is how people think, act,

celebrate, and make rules, and that it is what makes a group of people special.



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Name: _______________________________________

“America”

My country tis of thee,

Sweet land of liberty,

Of thee I sing.

Land where my fathers died!

Land of the Pilgrim's pride!

From every mountain side,

Let freedom ring!



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SS1CG2: Illustrate America the Beautiful Students will illustrate the lyrics of America the Beautiful.

1. Play America the Beautiful with the lyrics several times (see Primary Source PowerPoint). 2. Have a class discussion. How does the song show how we feel about America? How does the

song show love for our country? Discuss what the lyrics mean and why they are important. 3. Give the students a copy of the lyrics and have them follow with their fingers as you read it.

Read it again with their help. 4. Have the students illustrate the song to match the lyrics.






Information Processing Skills: 5. Identify maid idea, detail, sequence of events, and cause and effect in a





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Name: ________________________________________________

“America the Beautiful”

O beautiful for spacious skies,

For amber waves of grain,

For purple mountain majesties

Above the fruited plain!

America! America!

God shed his grace on thee

And crown thy good with brotherhood

From sea to shining sea!



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SS1CG2: Illustrate the vocabulary in America the Beautiful Students will illustrate the vocabulary in the lyrics of America the Beautiful.

1. Play America the Beautiful with the lyrics (see Primary Source PowerPoint) several times. Show the pictures of the fruited plain, purple mountains, waves of grain, etc. (see Primary Source PowerPoint).

2. Have a class discussion. Which lyric matches each picture? Have the students defend their thinking.

3. Give the students a copy of vocabulary from the lyrics and have them follow with their fingers as you read it. Read it again with their help.

4. Have the students illustrate the vocabulary to match the lyrics.











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Name: ________________________________________________

“America the Beautiful”

The lyrics

What does it mean?

spacious skies

amber waves of grain

purple mountain majesties

fruited plain

sea to shining sea



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SS1G2 : Where do I live? Students will study a picture of the United States and then locate where they live on the map.

1. Display pictures of the United States (see Primary Source PowerPoint). 2. Have a class discussion. What do you notice? What do you think? Where do we live? When

locating Georgia it is helpful to find something on the map for them to easily recognize. If you can teach them to find Florida, you can teach them to follow it up to Georgia. Florida is recognizable on US and world maps.

3. Read a book such as Me on the Map by Joan Sweeney 4. Have students label the map: United States, Georgia, your city


SS1G2 Identify and locate the student’s city, country, state, nation (country), and continent on a simple map or globe.


ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups


Map and Globe Skills: 1. Use a compass rose to identify cardinal directions. 2. Use intermediate directions.

Location: The student will understand that where they live matters.



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SS1CG2: How do we show love for our country? Students will illustrate ways to show love for our country.

1. Display the pictures of people showing love for our country (see Primary Source PowerPoint). 2. Have a class discussion. What do you think? What do you notice? How does what they are

doing show love for our country? 3. Give the students the graphic organizer or have them draw a 4 square grid in their journals. 4. Have the students illustrate ways they show love for our country in each square.









Location: The student will understand that where we live matters.



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Name: _____________________________________________________________________________

How do we show love for our country?



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Location: What makes America a great place to live? Students will write about what makes America great.

1. Have a class discussion. Allow students to share what they think is great about America. Give students time to share and give evidence for their thinking.

2. Give the students the writing prompt (My country is great because…) or have them write in their journals.







Social Studies context.

Location: The student will understand that where we live matters.



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Name:_________________________________________

My country is GREAT because…

http://www.google.com/imgres?imgurl=http://3.bp.blogspot.com/_2jf7k4mjIH8/So98JMBtiKI/AAAAAAAAAZw/HU0NDt4g1X4/s320/waving+american+flag.gif&imgrefurl=http://american-flags-clipart.blogspot.com/2009_08_21_archive.html&h=190&w=320&tbnid=a4wGVITZw0ArQM:&zoom=1&q=united+states+clip+art&docid=eOzdVVfQAPLzmM&ei=haV5VfPeAoqkgwSfwYL4Cw&tbm=isch&ved=0CFkQMyhVMFU4ZGoVChMIs7WF7_aHxgIVCtKACh2foAC_

grade one unit two: our national heritage · pdf file1st frameworks for the georgia standards...

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