RESOURCE UNIT
OUR COUNTRY
ED 417
TONYA FOSTER
1
TABLE OF CONTENTS
SECTION
SLIDE #
Introduction
3
Content
4
Objectives
6
Activities
8-25
Evaluation
26-28
Instructional resources
29
teacher references
29
student references
30
media references
33
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INTRODUCTION
The objectives of this resource unit are
to examine the structure of our country;
America the Beautiful, our states, the
American flag, map skills, multiculturalism,
American history, places in history, people
in history, and special holidays. The unit
will cover a two week time period and will
be taught to second grade students.
3
CONTENT
Our country is the United States of America. People
who live in our country are Americans. There are 50
states in the USA. The flag of the United States is a
symbol of patriotism and respect for our country.
Americans are a multi-ethnic group of people.
History is the record of what happened in the past.
Americans share the history of the United States and
can learn about this history b visiting special places.
People commemorate their heritage by celebrating
certain holidays.
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CONCEPTS
Country
Flag
Proud
History
State
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OBJECTIVES
MAP AND GLOBE
� Locate states on a United States map.
� Read and interpret a political map.
� Compare maps.
� Use cardinal directions to locate places on a map.
� Identify natural and constructed features on a map.
� Identify political features on a map.
READING COMPREHENSION
� Understand and use social studies vocabulary.
� Read and interpret a photo essay.
� Use picture clues.
� Identify a sequence of events.
� Use context clues.
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STUDY
� Use a calendar.
� Identify the days of the week.
� Locate words in a glossary.
� Participate in group discussions.
� Listen for information.
� Alphabetize words.
CRITICAL THINKING
� Draw conclusions.
� Compare and contrast.
� Use logical reasoning.
WRITING
� Write sentences.
ATTITUDES
� Appreciate the natural resources of our country.
� Understand that the original inhabitants, settlers, and leaders contributed to
the history of our country.
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DAY 1: AMERICA THE BEAUTIFUL
Introduction:
1. Begin a discussion about our country. Elicit that our country is
called the United States of America, but that is is often called the
United States, America, or U.S.A.
2. Elicit that our country has many beautiful outdoor areas. Have
children describe their favorite neighborhood places. They may
have visited or seen pictures of gardens, fields, or waterfalls.
Discuss how these places are important in people’s lives.
Development:
1. Write the word country on the chalkboard. Elicit that our country
is the United States of America. Point to the underlined word
country in this sentence, People who live in this country are
Americans. Have a child read the sentence. You may wish to have
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the children find the word in the Word List.
2. Show the students pictures of some scenery in the U.S. One
should be a nature scene, one should be something man-made.
Explain that the pictures show some interesting and beautiful places
in our country. Ask them which pictures show places made by
nature. Explain that the trees are giant sequoias in which runs into
the Hudson River in New York State.
Ask the students which pictures show things made by people.
Elicit that a farm is made by both nature and people.
Ask the students to write a response to this question: If you
could visit one of the pictured places, which would you choose and
why? Have the children explain their responses in terms of what they
find beautiful.
3. What are people who live in our country called? (Americans)
What is our country called? (the United States of America) have
children describe the natural and constructed things of beauty they
read about.
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Culminating Activities:
1. Ask the children the name of our country and the name of the
people in it.
2. Ask the children why beautiful outdoor areas are important in
people’s lives.
3. Have the children make a collage. Use pictures of beautiful places
in our country from old magazines or brochures. Have the children
tell what they like about each picture.
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DAY 2: OUR STATES
Introduction:
1. Remind the children that our country is the United States of
America. Ask them to tell the name of their state. Have volunteers
tell about vacations they have taken in their state and describe
lakes, rivers, mountains, and other things they have seen. Explain
that the state they live in is just one part of our country.
2. Display an American flag. Have children describe the flag’s
colors, design, and shape. Explain that the American flag has fifty
stars on it. Have children read to find out what the stars stand for.
Development:
1. Give the students a map of Ohio and the four states that border
it. Explain that the map shows the state of Ohio. Have children
trace the state’s outline. Elicit that the states next to Ohio border it
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and have the students read the names of these four states.
2. Explain that the arrows tell in what direction from Ohio each of
Ohio’s neighboring states is located. Have children name the states
that are north, east, south and west of Ohio. Also point out Lake
Erie on the map.
3. Write state and flag on the chalkboard. Remind children that Ohio
is one of our 50 states. Remind them that our flag is red, white, and
blue, and has fifty stars. Explain that a flag’s design stands for the
state or country it represent. Have children read the sentences
containing the underlined words.
Culminating Activities:
1. Ask the children to tell the name of their state.
2. Ask the children what the stars on the United States flag
represent.
3. Have the children make classroom banners. Encourage them to
include pictures of things that stand for classroom objects.
4. Have the students make their own flags out of construction paper
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and popsicle sticks. Make a class bulletin board with them.
DAY 3: YOU’RE A GRAND OLD FLAG
Introduction:
1. Help the children define loyalty as being true to something. Discuss
that one way of showing loyalty to the United States is by making a
promise. This promise is called the Pledge of Allegiance.
2. Point out that another way of showing loyalty to ones country is by
singing patriotic songs. Tell the children they will learn a patriotic
song about the American flag.
Development:
1. Show the students a picture of a class saying the Pledge of
Allegiance. Explain to the children that a pledge is a promise to do
something and that allegiance is loyalty. When we say the Pledge of
Allegiance, we are promising to be loyal to the United States.
2. Have the students recite the Pledge of Allegiance.
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3. Point out that the children in the picture have their hands over
their hears. Explain that this is a symbol-something that stands for
something- that shows love and respect.
4. Display the words to the song “You’re a Grand Old Flag.” Read
the words of the song as the children follow along. Explain that
emblem is another word for symbol. Then sing the song several
times, having children join in as they learn the words.
Culminating Activities:
1. Have the children name one way in which they can show loyalty
to their country.
2. Help the children sing “You’re a Grand Old Flag” together. Ask
them why it is important to sing songs about our country’s flag.
3. Tell the children that states have flags too. Have them try to find a
picture of their state flag.
4. Discuss other symbols of the United States, such as the
Presidential Seal, the White House, the Washington Monument, the
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Statue of Liberty, the bald eagle, and the Liberty Bell.
DAY 4: AMERICANS ALL
Introduction:
1. Discuss the fact that people are alike in many ways. Ask the
children to think about ways in which they are like their classmates.
Then explain that they have something else in common with their
classmates and with all the other people in this country: they are all
Americans. Tell the children that they are going to learn about some
way sin which Americans are alike.
2. Ask children if the world would be an interesting place if everyone
were exactly alike. Discuss the importance of variety. Explain that the
United States is unique in that its people live in a variety of different
regions and come from a variety of different backgrounds. Have the
children find out how Americans are different.
Development:
1. Explain that people are alike and that they desire friendship.
2. Explain that most Americans are alike in that they live in
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3. Have children compare houses, cities and country locations with
other students in the class.
4. Explain that sports is another way in which Americans are alike.
Have children share their experiences in playing different sports.
5. Have a volunteer describe the sequence of events that take place
when a child gets up to bat at a baseball game. Encourage them to
describe the sequence of events that take place in the games they like
to play.
6. Help the children summarize the ways in which most Americans
are alike.
Culminating Activities:
1. Ask the children to name some ways in which all Americans are
alike.
2. Discuss with the children some of the ways in which Americans are
different, stressing the idea that the differences make the United States
unique and special.
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3. Discuss with the children the fact that everyone in the United
States-with exception of American Indians-came from some other
country originally. Have the children tell or find out where their
families came from originally. Make little flags with children’s
names on them. Attach the flags to a map or globe to show the
countries from which the children’s families came. Invite children
from different ethnic backgrounds to bring in an article of clothing, a
special food, a song, a folk dance, or a story to share with their
classmates.
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DAY 5: WE SHARE OUR HISTORY
Introduction:
1. Help the children recall some of the ways in which Americans are
alike and different. Explain that another way in which Americans are
the same is that they share a history. Tell the children that they are
going to find out what history is.
2. Ask children if they have ever heard their parents tell stories about
things that happened to them when they were younger. Explain that
they are going to learn about the first permanent English settlement in
this country. Ask them to find out where the first people settled and
what life was like for them.
Development:
1. Point to Jamestown, Virginia on a map and tell the children that
three ships form England landed here in the early 1600s-more than
401 years ago.
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2. Write the word history on the chalkboard. Remind the children
that when they read, a word or sentence may give them clues to the
meaning of a new word.
Culminating Activities:
1. Ask the children to tell what history is.
2. Have children tell where the first permanent English settlement in
America was and something about what life was like then.
3. Ask the children to imagine that they are packing for a trip to a
new country-a place where there are no houses and no places to buy
food or clothes. Ask them what they would take on their tip.
Remind children of their basic needs. Help them establish a list of
things that would be essential to surviving in such a place.
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DAY 6: PLACES IN HISTORY
Introduction:
1. Ask the children if they or their parents have any souvenirs-things
they want to keep to remind them of the past. Explain that countries
keep things to remind them of their history. Tell the children that
they will read about places in history.
2. Explain that people can read to learn about history, but that seeing
places where it actually happened help us understand and appreciate
what life was like long ago. Have children read to find out what
kinds of things have been saved to remind us of our history.
Development:
1. Show the children a picture of the Statue of Liberty. Explain that it
is one of the largest statues ever made. Like our flag, the Statue of
Liberty is a symbol of freedom in the United States. It was a gift
from France and stands in New York Harbor to welcome newcomers
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to this country.
2. Show the students a picture of Yorktown, Virginia long ago.
Explain that Yorktown is the place where the last battle in the War
for Independence from England was fought.
3. Invite any children who have visited historical places like these to
describe their experiences.
Culminating Activities:
1. Help the children list the historical places they read about. Have
them tell something about each.
2. Have the children tell what kinds of things become historical
places. Discuss the fact that they are saved, built, or rebuilt to help
Americans remember their history.
3. If any children have visited historical places, ask them to bring in
pictures, pamphlets, or maps to share with their classmates.
4. Help the children find New York Harbor on a map and discuss
why this is a good location for the Statue of Liberty.
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DAY 7: PEOPLE IN HISTORY
Introduction:
1. Remind the children that America once belonged to England.
Explain that the Declaration of Independence declared our freedom.
That is what we celebrate on the Fourth of July. Tell children that
they will find out who wrote the Declaration of Independence. Then
explain that some people in America did not always have the right to
be free or to vote.
2. Ask what the class can do to show how they feel about our
country.
Development:
1. Show the students pictures of Elizabeth Cady Stanton-the woman
who fought for the women’s right to vote. Discuss with the students
how women are allowed to vote today and why they think there is a
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plaque with her picture on it.
2. Show the students a picture of Thomas Jefferson, and explain that
he is the one responsible for writing the Declaration of
Independence.
3. Write the word proud on the chalkboard. Explain that when we
feel really pleased about something, we are proud of it.
4. Teach children how to sing “America.” discuss how this song
shows our pride in the accomplishments of our ancestors and
expresses our pride in our country.
Culminating Activities:
1. Have the children name the important people in history that they
read about. Ask them to tell something about Elizabeth Cady
Stanton, George Washington and Thomas Jefferson.
2. Discuss with the children why we can feel proud of the
accomplishments of the people they read about and how singing
“America” helps show that feeling.
3. Read the Preamble and the Declaration of Rights of the
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Declaration of Independence to the children. Show them a picture.
DAY 8: SPECIAL HOLIDAYS
Introduction:
1. Ask the children how they celebrate their birthdays, or the
birthdays of their friends and family members. Explain that the
United States celebrates the birthdays of important people, too.
There are special holidays so that people can take time to remember
their history. Have the children name some holidays they celebrate.
Tell them they are going to read about some special American
holidays that help us remember our history.
2. Explain to the children that there are different ways to celebrate
holidays. Have them read to find out how some holidays are
celebrated.
Development:
1. Make a bulletin board during the month of February that displays
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the holidays we celebrate during that month.
Explain that in February, we celebrate the birthdays of two
presidents who were important to American history.
2. Explain that George Washington was an important general in the
War for Independence with England and that he was our country’s
first President.
3. Explain that Abraham Lincoln freed the slaves and was President
during the Civil War that divided our country
4. Explain that we celebrate Martin Luther King Jr. day in memory
of an important leader in the fight to get equal rights for black
people.
5. Elicit that many schools and businesses are closed for the
birthdays of important people to give us a chance to remember our
history.
Culminating Activities:
1. Have the children name the special American holidays they have
learned about. Discuss how they help us remember special times.25
2. Ask the children to tell how some holidays are celebrated.
EVALUATION--OUR COUNTRY
Multiple Choice
Circle the letter of the answer that best completes the question.
1. The colors of the American flag are:
a. red, white, blue
b. red, yellow, purple
c. orange, black, white
d. white, blue, pink
2. The United States of America is a:
a. state
b. amusement park
c. country
d. city
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3. What happened long ago is:
a. future
b. present
c. past
d. history
4. When we feel ______, we feel happy.
a. proud
b. sad
c. scared
d. bored
5. Each star on the flag stands for a:
a. city
b. country
c. town
d. state
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Objective Questions
Fill in the blanks with the term that best completes each sentence.
1. The name of our country is _____________________________.
2. People that live in our country are called __________________.
Short Essay
1. Explain why the month of February is so important to Americans.
Include specific days that we celebrate and why.
2. Explain how Americans show loyalty to our country.
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INSTRUCTIONAL RESOURCES
TEACHER REFERENCES
Ready-to-Go Lesson Plans: Social Studies
This attractively illustrated, grade-specific series of lesson plans includes subjects
ranging from history and geography to economics, government, and citizenship.
It includes 23 different short and easy lesson plans for grades one through five.
Super Social Studies
Scholastic
This great book of quick and easy activities, games and manipulatives has fifty
crafty projects that provide a fresh alternative to the time-honored but stale report
including flip books, four-flap books, step books, pop-up books, accordion
books, shape books, snapshot books, trioramas, history webs and suggestions for
seven different timeline presentations.
Create a Community
Reproducible activity book
The activities is this book are hands-on where the students actually get to
construct their own communities.
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Neighborhood Map Machine
Easy to use and fun, this map-making program allows students to create maps of
their own neighborhoods or places they’ve imagined. A 95-page teacher’s guide
connects the program to the curriculum.
Our Town: A Guide for Studying Any Community
The lessons include 38 reproducible activity sheets which ask your students to
design a community flag, interview a local worker, conduct a survey, make a
population graph, and explore a vacant lot to decide how the land should be used.
STUDENT REFERENCES
American Symbols: True Books
This complete 5-book paperback set explores the origin and meaning of America’s
national symbols for young readers.
Woodrow, the White House Mouse
Follow the adventures of Woodrow G. Washingtail and his family at 1600
Pennsylvania Avenue. Their work and play mirrors the day-to-day activities of the
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country’s other chief executive and first family.
House Mouse, Senate Mouse
This lively tale introduces some distinguished folks on Capitol Hill-Longworth
McMouse, Squeaker of the House, Mouse-jority Leader Russell Mouse, and lots of
Senate and Congress mice.
Marshall, the Courthouse Mouse
This book illustrates nine little mice “justices” fighting to protect the Mouse
Constitution.
A Mice Way to Learn about Government: Curriculum Guide for Teaching the
Three Branches of Government
This book contains a wealth of activities for students to complement the three
branches of government including, designing charts, doing diagrams, crossword
puzzles, mock presidential debates, staging elections, and much more.
Smoky Night by Eve Bunting
Winner of the 1995 Caldecott Medal for its luminous illustrations, Smoky Night is
a story about cats-and people-who couldn’t get along until a night of rioting brings
them together. This book helps young readers understand their feelings about fear,
prejudice, and social violence.
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Famous Native Americans by Diane Shaughnessy and Jack Carpenter
Six well-known chiefs, peacemakers, and leaders from Native American nations are
thoughtfully portrayed in these attractive books.
Geography Facts and Experiments: Young Discoverers Series by Barbara Taylor
Young readers get easy-to-read facts plus 45 do-it-yourself experiments in this
introductory series. It also includes project instructions, materials, steps to follow,
safety tips, and suggestions.
Children Just Like Me by Barnabas and Anabel Kindersley
This photographic celebration of children around the world introduces readers to 37
children from the Americas, Europe, Africa, Asia, and Southeast Asia and
Australasia.
Peoples and Their Environments by Robert Low
This appealing set of 6 hardbacks reveals how people, especially children, interact
with their natural surroundings.
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MEDIA REFERENCES
It Takes Many Colors to Make a Rainbow
Simplifying the ideas of discriminations, stereotypes, and prejudice, this charming
video program includes a six-page teacher’s guide with discussion starters,
activities, and jumprope song.
Amazing Grace
This video narrated by Alfre Woodard teaches lessons in gender and race relations,
self-confidence, and courage.
Cinco de Mayo
This video explains why Cindo de Mayo is celebrated, how it’s celebrated, and
how the celebrations reflect the culture of Mexico and the heritage of Mexican
Americans.
An American Tail
Directed by Don Bluth, this video is an animated fable of the 19th century
immigrations.
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Fievel Goes West: An American Tail
Directed by Phil Nibbelink and Simon Wells, this delightful animated sequel to
An American Tail follows Fievel and the rest of the Mousekewitz family as they
travel to the Wild West, where a young mouse can stand tall and dreams can come
true.
Cultural Rainbow Posters/Banner: An American Alphabet
Providing both a stunning display banner and rich multicultural resource, these six
posters with 26 brilliant color photographs illustrate an A-to-Z collection of
artifacts, clothing, food, words of art, and more from a variety of cultural groups.
Carmen Sandiego Junior Detective Edition
This CD-ROM is Carmen’s first adventure specifically designed for younger
students that provides a basic introductions to world geography, focusing on
individual geographic regions and countries around the world.
My First Amazing World Explorer
This CD-ROM contains entertaining exercises that offer an excellent way for
younger students to acquaint themselves with world geography. The CD-ROM
puts users in a virtual bedroom where they can access an A-to-Z country finder, an
interactive world map, and basic information about countries and continents, 34
capital cities, famous places, bodies of water, and natural wonders.
People and Places: TalkAbout Posters
Beautifully rendered, these full-color posters combine essential information, simple
activities, global myths and folktales,and scenes from children’s literature to initiate
discussion about places throughout the world and the peoples who live in them.
A Multicultural Christmas
Visiting Scandinavian, Native American, Korean, Mexican, and Ethiopian families,
this informative introduction to the history of Christmas celebrations emphasizes
how people fro a variety of cultural backgrounds bring distinctive customs to a
holiday they share in common.
Countries and Cultures for Young Explorers
This appealing series introduces the sights, sounds, and people of six nations. This
series includes books, videos, and Web sites for added learning.
Japan: Culture Kit
This set of cross-curricular activities can be used as a complete unit on the
celebrations, arts, crafts and cultures of Japan. Students can work at a map learning
center, make a volcano, perform a tea ceremony, create a counting book, fold an
origami dog and cat, and much more.
35
Schoolhouse Rock! School Editions
This CD-ROM is wacky, with endearing characters to meet, surprise-filled cartoon
environments to explore, plenty of good music and silly sound effects, and points to
win as players fulfill cartoon-world quests, these animated games and activities
with multiple skill levels encourage students to have fun while learning.
Schoolhouse Rock!
This video contains memorable music, lively lyrics, and amusing animation
interwoven in this award-winning series of programs that acquaint students with
important topics in U.S. government and history, parts of speech, the multiplication
tables, and science.
Famous U.S. Documents Bulletin Board Set
Four full-color posters of the Declaration of Independence, the Constitution, the
Bill of Rights, and the Emancipation Proclamation.
Diorama Designer
This imaginative CD-ROM program helps students design original threedimensional dioramas on the computer and then print and assemble them.
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U.S. Songs and Poems
This VHS videocassette contains segments from “The Star Spangled Banner”,
“America the Beautiful”, etc.
U.S. History Timeline
Eight posters join to make a 16-foot timeline that traces American history from
before 1400 to the present.
Native American Folktales
Four gently animated tales help students see how stories in any culture entertain,
pass on knowledge, and teach children important lessons.
10 American History Plays for the Classroom
Highlights in American history are dramatized in brief reproducible plays suitale
for Readers Theatre or for simple staging. Topics include: Pilgrim Thanksgiving,
Boston Tea Party, Trail of Tears, Oregon Trail, Seneca Falls Convention,
Emancipation Proclamation, etc.
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