FRAME THE LESSON
CLASS: 2nd Social Studies
Two Cultures
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
We Explore People
and Places
6C: examine information from various sources about places and regions
14D: identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and
freedom
15A: identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage
15B: explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage
18E: interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting 19B:
create written and visual material such as stories, poems, maps, and graphic organizers to express ideas
19B: Crete written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
Objective/Key Understanding:
 Identify and describe how cultures around the world
meet similar needs in different ways.
 Examine information about places and regions.
 Compare and contrast the cultures of Mexico and China.
 Identify the meaning of symbols on the flags of Mexico
and China.
 Recognize a similar love of freedom in Mexico’s and the
United States’ fight for independence.
DATE 4/18-4/22
Introduce Vocabulary Activity
 Ruins
 landmark
(p. 162-165)
Informal Assessment Questions 1-5 Got It? p. (p. 162-165)
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Underline the symbols that are on the Mexican Flag.
Underline three things you can do if you visit Beijing.
How are Mexico City and Beijing alike? How are they different?
How is American culture like other cultures?
On a separate sheet of paper, write how the Mexican flag shows what Mexico and the United States have in common/
Small Group Purposeful Talk Question Stems (ESL) (p. 163)
Tell children that taking notes while they read informational text is a good
way to check their understanding and remember what they read. Read aloud
the part of the lesson about Mexico. As you read, pause to write notes on
the most important ideas and details.
Beginning
 Read a paragraph aloud. Have children suggest notes about the most
important details for you to write on the board.
Intermediate
 Read one or two paragraphs aloud. Have children work with a
partner to take notes on the important details.
Advanced
 Have partners take turns reading a paragraph aloud while the other
partner takes notes on the most important details. Encourage
children to compare their notes with their partner and discuss.
Advanced High:
 Have children read the text silently and take notes on important
details. Encourage them to meet with a partner to compare their
notes and discuss.
Small Group Purposeful Talk Question Stems (Differentiated
Instruction) (p. 164)
Use the following ideas to differentiate instruction for children when
discussing tall cultures of Mexico City and Beijing.
Special Needs
 Show children pictures of people in Mexico City and Beijing. Ask
children to identify any examples of Mexican and Chinese culture
that they can see.
Extra Support
 Provide children with pictures of traditional Mexican and Chinese
foods and clothing, and ask them to sort them into culture-specific
piles.
On-Level
 Provide pairs of children with a Venn Diagram with one circle
labeled Mexican Culture and the other Chinese Culture. Have
pairs complete the diagram using details from the lesson.
Challenge/Gifted
 Provide children with pictures and some brief information about
the Great Wall of China and Teotihuacan. Ask children to
compare these ruins and landmarks and share what they learn
with the class.
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 162)
 Read to the class the Key Idea: “I will know about two different cultures.” Tell students in this lesson they will be learning about
this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 162).
Remind students they will know about two different cultures. Introduce topics students will learn about in this lesson.
 Culture in Mexico City (p. 162-163)
 Culture in Beijing (p. 164-165)
Remind students they will know about two different cultures.
Culture in Mexico City (p. 162-163)
 Mexico City is the capital of Mexico. There are parks and museums to visit. You can shop or eat in the city’s many places.
Culture in Beijing (p. 164-165)
 Beijing is the capital of China. It is a city that blends old and new.
Culture in Mexico City (p. 162-163)
 Summarize aspects of culture in Mexico City.
 Do you think playing soccer is a Mexican tradition? Why?
 How did the Aztecs affect Mexico’s culture?
 How are the United States and Mexico alike?
 Is the United States north or south of Mexico?
Culture in Beijing (p. 164-165)
 How are the cultures of Mexico and China different?
 What kind of transportation do you think many people in Beijing use to get to Tiananmen Square?
 What do the small stars on China’s flag mean?
 How do people in Beijing share their culture?
 How would you describe the land on which the Great Wall is built?
 What is alike about the two cultures?
Students will demonstrate mastery by completing the Got It Questions: (See these questions listed above in the Informal Assessment portion
of frame).