Social Studies Education--WHAT IS AN AMERICAN?

Grade Level: 3

Description:

Terry Schoessow provided this model. It is a sample of a curriculum and resources for a third grade unit. Her explanation follows: When our district began to revise its social studies curriculum two and one half years ago, we began by studying the newly published standards: the state standards in geography, history, political science, economics and behavioral science, plus the national standards in social studies, civics, geography, history and economics.

Then we began studying available materials. We found that, although elementary social studies education despite what is found in textbooks was changing greatly. Textbook editors had changed their approach very little, still emphasizing history and geography. Now our district does not provide any social studies textbooks for K-3, but has a Wisconsin text for grade 4, and a traditional text for grade 5.

To solve this problem, we decided to create our own scope and sequence of topics that included all of the new standards and Best Practices in social studies. We then divided the standards into topics, wrote essential questions to guide each unit, and gathered our own materials to use, including reading materials, CD ROMs, music CDs, original sources, pictures, etc. (Please note that the standards are related to the Wisconsin Model Academic Standards for Social Studies but are written in Terry's district language.)

We chose relevant themes to go with each of the units. We then wrote activities and assessments that addressed the essential questions, themes, and standards. These materials and activities were placed separate boxes, one for each topic K-5. We called each of the finished boxes a "module." A list of modules K-5 is found below, as is a template that we used to develop our modules.

Overview:

This module is a study of the rights and responsibilities of being a participant in American democracy, including patriotism, liberty, and justice.

Essential questions:

What does it mean to be an American from the United States?
How does living in the United States affect my life?

District Interdisciplinary/Intradisciplinary theme(s) addressed by essential questions:

Citizenship: Pluralism and Diversity
Culture: Conflict and Cooperation
Systems: Change and Continuity

Disciplines addressed in this module:

History, Behavioral Sciences, Political Science

Standards addressed in this module:

B. History Standards

Knowledge Standards

Family life now and in the recent past; family life in various places long ago.
The different ways people of diverse racial, religious, and ethnic groups, and various national origins have transmitted their beliefs and values.
National symbols through which American values and principles are expressed.

Performance Standards: Students will be able to do the following:

Compare and contrast family life now with family life in the local community or state long ago by considering such things as roles, jobs, communication, technology, styles of homes, transportation, schools, religious observances, and cultural traditions.
Describe and compare daily life in ethnically diverse urban communities long ago such as a free African American community in Philadelphia, an Italian community in New York, or a Chinese community in San Francisco.
Identify the historical background and meaning of important political values such as freedom, democracy, and justice.
Analyze the Pledge of Allegiance, and patriotic songs, poems, and sayings that were written long ago to demonstrate understanding of their significance.

C. Political Science Standards

Knowledge Standards

What government is:

Every group has some form of government (e.g. clubs, playgrounds, families, schools, communities, states, nations, etc.)
Where people in government get authority to make, apply, and enforce rules and laws and manage disputes

The necessity and importance of government
The purposes of rules and laws
How to evaluate rules and laws
Important values and principles of American democracy
Important beliefs Americans have about themselves and their government
The importance for Americans to share certain values, principles, and beliefs
The benefits and possible conflicts of diversity
Working together promotes the values and principles of American democracy
The role the national government plays in protecting individual rights, and promoting the common good
Being a citizen of the United States involves certain rights, privileges and responsibilities
The definition of citizen
The character traits that are important to preserve, protect and improve American Democracy
How Americans can participate in their government
The importance of political leadership and public service in the United States
The selection of leaders in the United States

Performance Standards

Describe government in terms of the people and the groups who make, apply, and enforce rules and laws for others in families, schools, communities, states and nations, and who manage disputes about them
Explain the difference between authority, which comes from customs, laws, or consent, and power, which is the absence of authority
Explain why government is necessary in classrooms, schools, communities, states and the nations
Explain the basic purposes of government are to: make laws, carry out laws, enforce laws, manage conflicts, and provide for the defense of the nation
Give examples of how rules and laws can be used to: describe ways people should behave; provide order; predictability and security; protect rights; provide benefits; assign burdens or responsibilities; and limit the power of people in authority
Identify the strengths and weaknesses of a school rule or a state law by determining if it is: well designed to achieve its purposes, understandable, possible to follow, fair and designed to protect individual rights and promote the common good
Explain how fundamental values of American democracy (e.g. individual rights of life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; patriotism) are important to the individual, schools, communities, states and nations
Identify fundamental values, principles and beliefs as they are expressed in the Bill of Rights, Pledge of Allegiance, patriotic holidays, speeches, songs, and stories
Describe the following beliefs commonly held by Americans including the importance of the individual; of equality of opportunity and equal protection under the law; and of respect for the law, education, and work
Explain the benefits and possible conflicts of diversity
Identify ways people can work together to promote the values, principles and beliefs of American democracy
Give examples of ways the national government protects individual rights and promotes the common good--legislative branch; executive branch; judicial branch
List the important characteristics of citizenship in the United States
Explain the difference between a citizen and non-citizen and how people become citizens (in general terms)
Identify the following types of rights and explain their importance: personal rights (freedom to choose friends, religion, housing); political rights (vote, speak freely, join organizations, hold public office); and economic rights (choose one*s work, change jobs, establish a business)
Identify the need of self care, accepting responsibilities, taking advantage of education, and supporting families, and explain their importance
Identify the civic responsibilities of obeying the law, respecting rights of others, being informed on community needs, voting, paying taxes, serving on juries, serving in the armed forces and explain their importance
Explain the importance of the following traits for the healthy functioning of American democracy: individual responsibility, self-discipline/self-governance, civility, respect for the rights of others, honesty, respect for the law, open mindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion, patriotism

E. Behavioral Science

Knowledge Standards

People learn in different ways
Diversity provides learning experiences and affects individual responses

Performance Standards

Describe and distinguish among the values and beliefs of different groups (political science)
Explain how people learn about others who are different from themselves
Investigate and explain similarities and differences in ways that cultures meet human needs
Describe how differences in cultures may lead to understanding or misunderstanding among people
Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disaster

Conceptual Strands Addressed in Module (check all that apply):

    X     Lifelong learning/careers Markekting/Businesss

    X     Multicultural Agriculture

Empathy Environmental Education

    X     Democratic Values Other

Social Studies Skills Addressed in Module

Distinct Thinking Skills: point of view, quantitative/interpretive (drawings and pictures), classifying, group participation, translating, communicating, inferring, social judgment

Instructional Practices/Teaching Strategies Used in Module:

Inquiry based lesson(s), Student demonstration of learning, Multiple Intelligences

Integrated Multimedia:

CD(s)
"Sing America" Available from the Smithsonian Institution/
"Save America's Treasures: National Trust for Historic Preservation" in Washington D.C.

Many other written songs, CDs, books, posters, and tapes about the United States of America (i.e. "America the Beautiful") are available that can be used for students to hear, discuss the meanings, learn or illustrate.

Module Lessons/Activities:

Each activity addresses:
"How does this lesson/activity help answer the (an) essential question?"

This module is video based.

The series "My America" is available for purchase from the Sunburst Corporation. If purchased from Sunburst, it includes a resource disk with ideas, worksheets, etc.

It is also available for taping off the air on public television through the Wisconsin Educational Communications Board (WECB.)

According to the publication material, the series "combines elements of traditional civics and social studies curricula with techniques and activities that encourage children to experience the democratic process by participating in their schools and local communities." (Parade of Programs, WECB, p.131)

In addition to the videos incorporated into the lessons below, three other programs are broadcast in the same series: "Neighborhood and Community," "The Story of the National Anthem," and "How Our Laws are Made."

Sequence of Teaching Activities: Section 1: What Americans Sing, Say, Use and Do

Watch Videos:

What is a Flag?
A Pledge is a Promise

Read Trade books:

Swanson, June. I Pledge Allegiance. Minneapolis: Carolrhoda, 1990.
Ryan, Pam Munoz, The Flag We Love, Watertown, MA: Charlesbridge, 1996
Our Grand Old Flag Magazine. Cobblestone Publishing, 1997
I Pledge Allegiance, (Consumable comic book format) -American Legion National Headquarters, National Emblem Sales, P.O. Box 1050 Indianapolis, IN 46206
To understand meaning of Pledge of Allegiance, write the pledge as a class in "third grade" words. Have each child discuss interests, culture, hobbies with his or her family, then develop a flag/quilt square with symbols to represent the family's primary interests. Put squares together to form a quilt representing the class' pluralism and diversity.

Section 1, part 2

Watch Video:

Symbols and Ceremonies (available only from Sunburst, not broadcast)
Songs - Play recordings of "Star Spangled Banner," "America the Beautiful," "America," etc. - discuss meanings, divide songs into lines and illustrate.
Read Alouds - Spier, Peter (illustrator), Star Spangled Banner. New York, Bantam, 1992.

View and Discuss "The Great Seal of the United States" and other national symbols. Then have students develop a seal for their families or a classroom seal.

Watch the Reading Rainbow video, "Watch the Stars Come Out." Levar Burton, the program host, takes a tour of Statue of Liberty. Reading Rainbow videos are available for purchase, are available at many public libraries and are regularly broadcast on public television.

Section 2: Who Americans Are

Pretest: Have students draw a picture of what they view as a "typical American."
Watch Video: What is an American?
Ask students to bring in a picture of an American from a magazine or newspaper. Discuss the fact that Americans come in all shapes and sizes, races and ages, etc.
Continue adding to a class collage, glued onto a large mural paper in the shape of the United States throughout the activities.

Section 3:

What are American's Rights and Responsibilities?
Watch Videos: "Liberty and Justice," "Becoming an Active Citizen," "Rights and Responsibilities"

Teacher Resources:

RESPONSIBILITY, AUTHORITY, Calabasas, CA: Center for Civic Education, 1997 Phone: 818-591-9321
Page 19 Responsibility - chart to send home for discussion
The books contain many other activities on topics

Section 4:

How Americans Get Along Together
Watch Video: "What is a Democracy?"
Before watching above video, have children write their definition of democracy on an index card.
After watching video, revise definition and discuss.
Discuss recess, and its connection to playing fair, etc.
Discuss ways children can participate in our democracy

Final Assessments:

Group: After discussing classroom rules, make a classroom pledge, motto and/or flag individually or in small groups.

Individual: Have each child make a new 3-D monument, flag, statue, or symbol that best reflects what the United States means to him or her and be able to explain why they made what they did.

Contact: Michael George --phone 608/266-2364

For questions about this information, contact Beth E. Ratway (608) 266-2207

Last updated on 2/25/2008 1:42:51 PM