Time, Continuity, and Change Unit
American History
Eileen Aguilera and Monica Kroll
Component 1: Overview
Include the following information which will serve as an overview to the unit plan:
1. Abstract: In this unit, students will develop understanding and abilities aligned
with time, continuity, and change by reading informational text as the basis of an
interdisciplinary unit on American history.
2. Grade Range: 2nd Grade
3. Big Ideas/Theme: Tme, Continuity, and Change
Second Grade History Strands introduce how the United States became a
nation. The impact of exploration is revisited through the introduction of
western expansion of the New Nation.
4. Essential Questions:
 How does studying the past make it possible for us to understand
American history?
 How do we learn about the past?
 What is the order of events that affected early American history?
5. Scope:
a. Content/ Skills – Science, Social Studies, Language Arts (Reading &
Writing), Mathematics
b. Assessments – Rubrics, Student Learning Log, Performance assessments,
Formative assessments, Summative assessments, Culminating
Activities/Projects
c. 21st Century Skill Theme – Global Awareness
6. Sequence: Timeline of approximately 6-9 weeks
American History Unit Outline
(Can be taught in 2nd quarter to coincide with Thanksgiving and Christmas)
Key: Items in italics are included in this unit plan.
* - suggested follow up lessons
Timeline is an estimate. Work at your own pace!
Big Idea: Constancy, Change, and Measurement
Themes: American History
Essential Questions:



Week 1
First
Americans
Weeks
2 and 3
Native
American
Tribes
How does studying the past make it possible for us to understand
American history?
How do we learn about the past?
What is the order of events in early American history?
Reading/Writing
*Cumulative
(Add on)
Stories:
 Retelling
 Sequence
 Predicting
*Focus on traits
of ideas and
organization
*Cumulative
(Add on)
Stories:
 Retelling
 Sequence
 Predicting
*Focus on traits
of ideas and
organization
* Fact, Myth, &
Opinion lesson
*Native
American
Centers
Social Studies
RAN Chart lesson
*First Americans
lesson
Science
* Review
Inquiry
Process
Math
*Problem
Solving
phases
Archeological
Dig lessonScience
Inquiry
lesson
*Problem
solving
strategies list
*Native Americans
lessons- Tribes of the
U.S. and mound
builders
*Native Americans
lessons- Tribes of the
U.S. and mound
builders
*Native American
Centers
*Native
American
Centers
*Native
American
Centers
Weeks
3 and 4
Early
America
Questioning
lesson- Amos
and Boris
Road to
Revolution
lesson
* Native
American
Legends
*Explorers/Christopher *Native
Columbus lesson
American
Centers
*Pilgrims/First
American Colonies
lessons
Problem
Solving- bar
diagram
lesson
*Native
American
Centers
*Native American
Centers
*Write
Cumulative
Stories
Weeks
5 and 6
American
Revolution
Weeks
7 and 8
Immigration
and
Westward
Expansion
*Native
American
Centers
*Colonial
Centers
*Write
cumulative
Stories
*Colonial
Centers
Road to Revolution
lesson
*Colonial Centers
Timeline lesson
*Pioneers lesson
*Colonial Centers
*Colonial
Centers
*Colonial
Centers
*Problem
Solvingopen number
line
*Colonial
Centers
*Problem
Solving
assessments
*Colonial
Centers
Component 2: Standards/ Desired Outcomes
COMMON CORE STANDARDS
MATH
Mathematics Common Core Standards: 2nd Grade
Domain: Operations and Algebraic Thinking
Standard: Represent and Solve problems involving addition and subtraction
Cluster: Use addition and subtraction within 100 to solve one and two
step word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions.
LANGUAGE ARTS AND LITERACY
Domain: Grade 2 Reading Standards for Literature and Informational text K-5
Standard: Key Ideas and Details
Cluster Objectives:
Ask and answer such questions such as who, what, when, where, why and
how to demonstrate understanding of key details in a text.
Domain: Grade 2 Reading Standards for Informational text K-5
Standard: Key Ideas and Details
Cluster Objectives:
Describe the connection between a series of historical events, scientific
ideas, or concepts, or steps in technical procedures in a text.
Domain: English Language Arts and Literacy K-5
Standard: Research to build and present knowledge
Cluster: 7. Participate in shared research and writing projects
8. Recall information from experiences or gather information from
provided sources to answer a question
ARIZONA STATE STANDARDS- SOCIAL STUDIES
Strand 1, Concept 1
 Place historical events in chronological order on a timeline.
 Recognize how archaeological research adds to our understanding of the past
 Use primary source materials to study people and events from the past.
 Retell stories of past events, people and places
Strand 1, Concept 2
 Recognize that prehistoric Native American mound-building cultures lived in
Central and Eastern North America
Strand 1, Concept 4
 Recognize that American colonists and Native American groups lived in the area
of the 13 Colonies, ruled by England.

Discuss contributions of key people in gaining independence during the American
Revolution.
 Recognize dissatisfaction with England’s rule as a key issue that led to the
Revolutionary War.
 Describe how colonists demonstrated their discontent with British Rule (e.g.
Boston Tea Party, Declaration of Independence, Paul Revere’s ride, battles of
Lexington and Concord).
Strand 1, Concept 5
 Identify reasons for immigration to the U.S. , economic, political, religious
 Identify reason why people in the U.S. moved west to territories or unclaimed
land
 Discuss the experiences of the pioneers as they journeyed west to settle new lands
 Describe how new forms of transportation and communications impacted the
westward expansion of U.S. transportation (trails, canals, wagon trains,
steamboats, railroad) communication (Pony Express, telegraph)
 Discuss the effects of Westward Expansion on Native Americans (loss of land,
depletion of buffalo, reservations, and government boarding schools).
Strand 1, Concept 10
 Recognize current Native American tribes in the U.S.
Strand 2, Concept 6
 Recognize that people in different places challenged their form of government,
which resulted in conflict and change
 Know that the U.S. became an independent country as a result of the
Revolutionary War.
 Discuss the challenges faced by the U.S. following the Revolutionary War: need
from a strong central government, writing of the Constitution and Bill of Rights.
Strand 2, Concept 9
 Recognize that civilizations have changed from past to present.
ARIZONA STATE STANDARDS- SCIENCE:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
PO 1. Formulate relevant questions about the properties of objects, organisms, and events
in the environment. (See M02-S2C1-01)
PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter,
the water cycle).
Concept 2: Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry.
PO 2. Participate in guided investigations in life, physical, and Earth and space sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect
data (U.S. customary units).
(See M02-S4C4-05 and M02-S4C4-06
PO 4. Record data from guided investigations in an organized and appropriate format
(e.g., lab book, log, notebook, chart paper).
Concept 3: Analysis and Conclusions
Organize and analyze data; compare to predictions.
PO 1. Organize data using graphs (i.e., pictograph, tally chart), tables, and journals.
(See M02-S2C1-02)
PO 2. Construct reasonable explanations of observations on the basis of data obtained
(e.g., Based on the data, does this make sense? Could this really happen?).
(See M02-S2C1-04)
PO 3. Compare the results of the investigation to predictions made prior to the
investigation.
PO 4. Generate questions for possible future investigations based on the conclusions of
the investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn,
or written).
(See M02-S2C1-02 and W02-S3C2-01)
PO 2. Communicate with other groups to describe the results of an investigation.
Component 3: Lesson Plans
Notes on 21st Century Skills
“According to survey results…the majority (employers) agreed that their employees are
measured in Critical Thinking, Creativity, Collaboration and Communication (The 4
C’s) during annual performance appraisals.” (P21.org)
21st Century Theme: Global Awareness- understanding other nations and cultures
21st Century Skill/s:







Work Creatively with Others
Make Judgments and Decisions
Solve Problems
Communicate Clearly
Collaborate with Others
Use and Manage Information
Apply Technology Effectively
How will this unit help students to learn these skills?
This unit will offer students many opportunities to demonstrate the ability to work
effectively and respectfully with diverse teams, assume shared responsibility for
collaborative work, evaluate evidence, claims and beliefs, solve multi-step problems, and
effectively identify and ask questions through technology and research.
There are attached resources to explicitly teach students how to work effectively in
groups.
21st Century Skills teacher is using in this unit:
ICT (Information, Communications and Technology) Literacy - Apply Technology
Effectively
 Use technology as a tool to research, organize, evaluate and communicate
information
Student application of 21st Century skills during this unit:
Work Creatively with Others
• Develop, implement and communicate new ideas to others effectively
Make Judgments and Decisions
• Effectively analyze and evaluate evidence, arguments, claims and beliefs
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
Solve Problems
• Solve different kinds of non-familiar problems in both conventional and
Innovative ways
• Identify and ask significant questions that clarify various points of view and
Lead to better solutions
Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written and nonverbal
Communication skills in a variety of forms and contexts
Collaborate with Others
• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary
Compromises to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual
Contributions made by each team member
Use and Manage Information
• Manage the flow of information from a wide variety of sources
Apply Technology Effectively
• Use technology as a tool to research, organize, evaluate and communicate
Information
21st Century Skills being taught to students in this unit:
Make Judgments and Decisions
• Effectively analyze and evaluate evidence, arguments, claims and beliefs
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
Solve Problems
• Solve different kinds of non-familiar problems in both conventional and
Innovative ways
• Identify and ask significant questions that clarify various points of view and
Lead to better solutions
Use and Manage Information
• Manage the flow of information from a wide variety of sources
Lesson: Modeling Questioning with Amos and Boris
Subject or Course: 2nd Grade Reading- Model Questioning
Learning Objective: (What do you want students to know and be able to do?, What is the intended
learning?)
Students will be able to generate, identify, and analyze questions in the book.
Students will monitor their own questioning by comparing the questions found in the
story. Students will retell the story with a sketch (Sketch to Stretch) using their
questions as a basis for reconstruction.
Resources: (Briefly describe the resources used (e.g. books, periodicals, field trips, guest speakers, etc.)
to obtain the concept information for the lesson?)
Amos and Boris by William Steig
Is That a Fact? By Tony Stead
Reading with Meaning by Debbie Miller
Reality Checks by Tony Stead
Reciprocal Teaching at Work by Lori D. Oczkus
Interactive Think Aloud Lessons by Lori D. Oczkus
Teaching Reading through Differentiated Instruction with Leveled Graphic Organizers by
Nancy Witherell and Mary McMackin
Into the Book- http://reading.ecb.org/
Unit Plan:
* This lesson is an introduction to questioning that will lead up to inquiry in
American History.
Lesson 1: Modeling Questioning with Amos and Boris
Lesson 2: How does questioning help the reader?
Lesson 3: How do you get the answers to your questions? (Text clues, infer, outside
source)
Lesson 4: The 5 W’s (who, what, when, where, why)
Lesson 5: Fat and Skinny/Thick and Thin Questions (writing connection)
Link to Common Core Standards: (How is the learning objective related to the Common Core
Standards? Include complete Domain, Standard and Cluster Objective Descriptors.)
Domain: Reading Standards for Literature (K–5)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer
such questions as who, what, where, when,
why and how to demonstrate understanding
of key details in a text.
Materials: (What materials are needed for students? What modifications to the materials are needed for
special needs learners and accelerated learners? Attach any handouts that will be used.)
Paper for sketching
Pencil
Pre-assessment: (How will you determine students’ knowledge of the intended learning prior to the
lesson? What needs, interests and prior learning will be the foundation for this lesson?)
DRA assessment – we will note the student’s ability to use the comprehension strategies
of connecting, predicting, questioning, and retelling.
Anticipatory Set: (How will the students be “hooked” to the learning?)
Introduce Quincy the Quizzical Questioner. He always asks Who, What, Where,
Where, Why and How as he reads. Why is this an important reading comprehension
strategy? Tell students that you will be asking questions out loud but you don’t expect
them to answer the questions. I want the author to answer the questions while I read the
book. After reading the story, you will be able to tell how questioning helps the reader
understand.
Teaching/presentation: (includes Input, Modeling, and Checking for Understanding)
Input: (How will you clearly inform students of the objectives and State Standards? What
instructional strategies will be implemented? What information will students need to acquire
knowledge and skills described in the learning objective? How will the learning activity be
structured to encourage learner involvement?)
Today you will learn how the importance of asking questions helps you become a
better reader. You will find questions in the story, think of your own questions,
and compare them.
Modeling: (How will you model the critical aspects of the concept for students? How will you
move students from the knowledge level to higher levels of thinking?)
The teacher will read aloud. Questions from this text are interwoven so that the
students can see questioning as they listen.
Checking for Understanding: (Checked throughout the lesson. How will you know
whether all students have “got it” before proceeding with the next step of the lesson?)
Students will think, pair, share to discuss and compare the questions. The teacher
can introduce the use of a faux microphone to engage students as they share
questions aloud.
Guided Practice: (How will you guide students to demonstrate their understanding of new learning?)
The teacher models questioning through questions posed in the book. The teacher
will stop at various questions posed in the book and ask “Are you wondering the same
things?” and “What questions do you have?”
Independent Practice: (How will students practice the intended learning?)
The students will be asked to write down one of their questions make a quick sketch of
the answer found in the text or found by inferring. The teacher should announce and
enforce a 3 minute limit. Discuss the difference between a sketch and an art project.
Post-Assessment: (How will you know students have acquired the intended learning? How will
students be involved in ongoing assessment? Attach any materials that you will use in the summative
assessment process.)
The teacher will review the sketches. The following day the teacher will chart student
ideas about how questioning helps the reader prior to the next lesson. This anchor chart
will be reviewed and added to throughout the questioning unit.
Measurement Tool: (How will the intended learning be measured? What are the measurable criteria
that will be used?)
The students will complete a Student Comprehension Check Goal Sheet (see attached) at
the end of the questioning unit. Students will rate their ability to ask questions before,
during, and after reading as not yet, sometimes, or often.
The teacher will review various questioning graphic organizers (see attached) added to
reader’s notebook throughout the questioning unit to check for students’ comprehension
through their ability to ask and answer questions with details from the text.
Interventions: (What instructional strategies will be in place for students who do not acquire the
intended learning?)
Students will be leveled by need in small groups for literacy stations as a tier 2
intervention in the RTI model.
Extensions: (What instructional strategies will be in place for students who exceed the intended
learning?)
The graphic organizers are differentiated for all levels of learners providing extensions
for higher level learners. (Refer to Resources)
Closure: (At the end of the lesson, how will the intended learning be summarized by the students?)
Students will present their question and sketches in small groups. They will discuss the
importance of questioning while they read.
Name_____________________
Title______________________
I am thinking
______________________________________
______________________________________
______________________________________
Questions
Name_______________
My “burning question”…
___________________________________________
___________________________________________
___________________________________________
My answer…
___________________________________________
___________________________________________
___________________________________________
I figured this out by…
___________________________________________
___________________________________________
___________________________________________
Name________________________
Date________________________
Student Comprehension Goal Sheet
I use many strategies to help me understand what I am
reading.
I made PREDICTIONS that happened in the book.
o not yet
o sometimes
o often
I asked QUESTIONS before, during or after reading.
o not yet
o sometimes
o often
I made CONNECTIONS to myself, a text or the world
when I was reading.
o not yet
o sometimes
o often
(Goal sheet page 2)
I can SUMMARIZE nonfiction and RETELL fiction.
NONFICTION
I can tell the main idea of the text with details.
o with help
o by myself
o tell and explain it
FICTION
I can retell the story.
o not in order
o with unnecessary details
o in order with the important details
My Goal
Next time I will…
_________________________________________________________
_________________________________________________________
________________________________________________________.
Lesson: RAN (Reading and Analyzing Nonfiction) Chart
Topic: RAN chart
Grade Range: K-2
Time Frame: Week 1-Week 6
Common Core Standards: (Domain, Standard, Cluster)
Domain: English Language Arts and Literacy K-5
Standard: Research to build and present knowledge
Cluster: 7. Participate in shared research and writing projects
8. Recall information from experiences or gather information from
provided sources to answer a question
SEE STATE STANDARDS- SOCIAL STUDIES ABOVE
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
TSW activate their prior knowledge, confirm prior knowledge and identify
misconceptions, question, research, and report new learning about American History
using the following categories: What I think I know, We were right, Misconceptions,
New information, and I wonder. We also added a section to post key vocabulary.
We use the RAN chart in chunks throughout the unit, prior to the unit for student
inquiry and throughout the unit asking students to activate prior knowledge prior
to presenting new content. We used the anticipation guide and essential questions in
the different lessons to prompt student thinking.
Key Vocabulary for entire Materials:
unit: (see attached key
 Anticipation Guide
words taxonomy)
 RAN Chart-make a chart on bulletin board with
Explorer
these titles: What I think I know, We were
Pioneer
right! Misconceptions, New information, and I
Native
wonder… leaving space to post student responses
Colonist
under each.
Colony
 Various texts on Native Americans and Early
Govern
American History
Minuteman
 Student learning log/science journal
Patriot
 Post its
Protest
Red coat
Revolution
Tax
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
Pass out post-its to each student and tell them they will have 3 minutes to write and/or
draw what they know about American History. Be sure they only put one piece of
information per post-it.
Anticipation Guide (see attached Coming to America)
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
 Teacher will collect the cards. Share aloud with the group and place on class
chart under What we think we know.
 Introduce each category on the RAN chart and explain the purpose
 What we think we know- children state information they think is correct
about the topic
 Yes, we were right- Children research to confirm prior knowledge
 Misconceptions- Children research to discard or correct prior knowledge
 New learning- Children research to find additional information not stated
in prior knowledge
 We wonder- Children raise questions based on the new information
gathered and what they are curious about
This is an interactive chart posted throughout the unit to manage research.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
Students will manage research through a personal learning log. It will include
 Key words to know about American history
 Journal new learning throughout
 Respond to essential questions
 Graphic organizers
 Personal questions
Individual RAN charts can be used for older students/more independent learners
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
Learning log- evidence of student responses to the essential questions
Rubric sample- http://tinyurl.com/learninglogrubric
End of unit test (see attached Early America test)
Interventions/Extensions: (How are you reaching every learner?)
Interventions:
Students will be able to draw and/or write on their post-its.
Whole group scaffolding, modeling, discussion
Books will be leveled
Extensions:
Students will have the opportunity to share and research their own questions.
Students can write as much or as little as they want.
Personal RAN chart (see attached)
Books will be leveled.
Coming to America: What do you think?
Write Yes or No next to each statement.
Before we study I think
After we studied I know
_____Columbus was the first person to discover America._____
_____Long ago Native American Indians lived only in teepees._____
_____There were 16 original colonies in the United States._____
_____The Pilgrims were the first people from England to live in America.____
____The people of the United States protested against England by throwing tea into the
ocean._____
____The King of England wanted the colonists to start their own country._____
_____The Revolutionary War helped our country become its own nation._____
_____Pioneers moved east across the United States to settle after the war._____
_____There are Native American tribes that still live today._____
By____________
What I think I know
What I confirmed
Or I was right!
New facts I learned
Misconceptions
I Wonder…
Name______________
Key Words to Know about____________________
Key Word
Meaning
Picture
Lesson: Problem Solving Using the Open Number Line
Topic:
Mathematics Problem
Solving
Grade Range: 2nd Grade
Time Frame: Week 1 or 2
Mathematics Common Core Standards: 2nd Grade
Domain: Operations and Algebraic Thinking
Standard: Represent and Solve problems involving addition and subtraction
Cluster: Use addition and subtraction within 100 to solve one and two
step word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions.
Learning Objective/Outcome:
TSW solve word problems using the bar model and represent their solution with a
number sentence.
TSW solve word problems using the open number line involving two step word problems
with different situations and unknowns in all positions. (Resources for this objective are
attached to the bar model lesson.)
Teacher Resources:
Open number line
http://www.dreambox.com/teachertools-open-number-line
Bar model diagrams
http://gforce.terradeleon.com/using_bars.html;
http://www.mathmammoth.com/preview/AS4_Word_Problems_Bar_Models.pdf
http://teachers.yale.edu/curriculum/search/viewer.php?id=initiative_07.06.05_u
http://www.singaporemath.com/
http://hedgehogcomms.blogspot.com/2011/05/revisiting-maths-models.html
Key Vocabulary:
Materials:
open number line
understand
Whiteboards/markers
plan
Problem Solving notebook
solve
 Be a Problem Solver Poster
check
 Problem solving strategies insert
strategy
Higher Order Questions:
What do you know about the problem? (unpack your thinking)
What do you need to find out? (identifying the question to be answered)
How will you figure it out?
What strategy will you use? (introduction of open number line)
Does your answer make sense?
Do you need to change your strategy?
Can you explain how you got your answer?
Independent assessment
There were 27 people in the Wampanoag
tribe. They have one canoe that can hold
3 people at a time. How many trips will it
take to get everyone across the river?
*Challenge*
What time will it be if they start at 10:10
and each trip takes 5 minutes?
Small group practice
Think About It
The Navajo children are making
necklaces. Each child has the same
number of beads. 17 of the beads
are round, 5 of the beads are long.
The number of flat beads is double
the amount of the long beads. How
many flat beads are there?
*Challenge*
What is the total number of beads?
Extension problem- open ended
Lesson: Who Lived Here? Archeological Dig
Science Inquiry Lesson
Who Lived Here?
An archeological dig to discover evidence from Native Americans
TYPE OF LESSON: Inquiry
TARGET GRADE(S): 2nd Grade
LEARNING GOAL: TSW recognize how archeological research adds to our
understanding of the past and use primary source materials to study people of the past.
KEY QUESTION:
How does archeological research add to our understanding of the Native Americans
lived?
TARGET STANDARDS:
Arizona State Social Studies Standards:
Strand 1, Concept 1
 Recognize how archaeological research adds to our understanding of the past
 Use primary source materials to study people and events from the past.
Arizona State Science Standards:
Strand 1: Inquiry Process
Concept 3: Analysis and Conclusions
Organize and analyze data; compare to predictions.
PO 1. Organize data using graphs (i.e., pictograph, tally chart), tables, and journals.
(See M02-S2C1-02)
PO 2. Construct reasonable explanations of observations on the basis of data obtained (e.g.,
Based on the data, does this make sense? Could this really happen?).
(See M02-S2C1-04)
PO 3. Compare the results of the investigation to predictions made prior to the investigation.
PO 4. Generate questions for possible future investigations based on the conclusions of the
investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or
written).
(See M02-S2C1-02 and W02-S3C2-01)
PO 2. Communicate with other groups to describe the results of an investigation.
RELATED STANDARDS:
Arizona State Science Standards:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
PO 1. Formulate relevant questions about the properties of objects, organisms, and events in the
environment. (See M02-S2C1-01)
PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the
water cycle).
Concept 2: Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry.
PO 2. Participate in guided investigations in life, physical, and Earth and space sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data
(U.S. customary units).
(See M02-S4C4-05 and M02-S4C4-06
PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab
book, log, notebook, chart paper).
Common Core Standards
Domain: English Language Arts and Literacy K-5
Standard: Research to build and present knowledge
Cluster: 7. Participate in shared research and writing projects
8. Recall information from experiences or gather information from
provided sources to answer a question
TEACHER NOTES: List any materials, resources, websites, technology, safety
precautions, or advanced preparation necessary to carry out this
lesson.
 Collect artifacts from 3 different Native American tribes
 Navajo- turquoise, wool, silver, horse hair, bone, pottery
 Eastern Woodlands (Powhatan)- various wooden items (bowls, spoons,
rattan)
 Plains- grasses/raffia, buffalo “hair”, teepee, leather, cradleboard, pottery
 Create “dig” boxes- make mud (adding perlite optional) and bury items
sorted by tribe and allow to dry (2-3 days prior). We made 6 boxes total, one
for each of 6 groups of students. There were 2 boxes of each of 3 different
tribes enough items for groups of 4-5 students.
 Gather digging tools- paintbrushes, wire brushes, rubber mallets,
screwdrivers/popsicle sticks, paperclips, etc.
 Parent Volunteers are suggested
 Magic School Bus Shows and Tells (Discovery United Streaming)
 Real Time Jamestowne Dig website- http://historicjamestowne.org/the_dig/
ENGAGE:
Students will watch Magic School Bus Shows and Tells video to
introduce terms- artifact, evidence, and hypothesis/suppose.
Record these concepts on the key words taxonomy (see attached).
Teacher will give scenarios depicting each of the terms including
non-examples:
 evidence- “If what I say is evidence, you say “That shows
proof !” “Nate the Great found fingerprints at the scene of the
crime.” Or “The Declaration of Independence was signed July
4, 1776.” Or “My sister lied and told my mom that I made the
mess.”
EXPLORE:
Students will view a real time archeological dig of Historic
Jamestowne. They can watch the real time video, view lists of
artifacts, maps, photographs, and discuss what the artifacts tell us
about this time period.
Students will select at least 3 artifacts from the website to draw in
their learning log. They will describe how each artifact tells
something about how the colonists lived in Jamestowne.
EXPLORE:


“Today we will be archeologists. You will get a dig box to
explore. Each group will have artifacts from a different tribe. You
will need to decide which tribe the artifacts represent.” The
teacher will explain the following:
Students will be given a role (give students a chance to do each
role)- archeologists 2-3 (dig), artifact preparers (wash and display
artifacts), Curator (logs the artifacts as they are uncovered)
Students will begin the dig, logging artifacts and discussing their
findings as they work using the recording sheet (see attached).
Please allow 1-2 hours for this activity
EXPLAIN:

Students will complete a recording sheet (attached) explaining
what the artifacts reveal about that tribe. In their groups they will
describe how each tool was used in the excavation, record the
artifacts and explain what they reveal about the tribe, and tell the
area the tribe lived in and why they think that.

Performance Assessment: Each group will create a poster or
diorama depicting the tribe they have learned about based on the
evidence from the dig and prior learning. They will explain what
they found and what each item tells them about the tribe, who they
were, and how they lived. (see attached poster requirements)

Teacher will evaluate the students learning on the attached rubric
(Archeological Dig Poster Rubric)
ELABORATE:
EVALUATE:
Archeology Dig recording
sheet
Names of people in your group:
_____________________________________________________________
_____________________________________________________________
Tool name
How we used it to excavate
List of artifacts:
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Use the evidence from the dig and your reading to
answer the questions.
1.
What do you think How do you think
they ate?
they got that
food?
What did you
find to help you
figure it out?
2.
What kind of homes did they What did you find to help
live in?
you figure it out?
3.
What did you find that they
might have made with their
hands?
What do you think they
used to make it?
In what area of the United States do you think your tribe
lived ?
___________________________________________
___________________________________________
Why do you think that?
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Poster Plan
These are the facts we will share for our poster.
1.__________________________________________
___________________________________________
2._________________________________________
___________________________________________
3._________________________________________
___________________________________________
4._________________________________________
___________________________________________
5._________________________________________
___________________________________________
For our poster, we will draw pictures of …
___________________________________
___________________________________
___________________________________
___________________________________
Presentation: Archaeological Dig Poster
Your poster must include:
 Pictures/drawings of the artifacts
with labels
 Write at least 5 accurate facts
about what each artifact tells
about the tribe.
 Attractive design and neatness
When presenting, all members
should be able to answer questions
about this tribe.
Archeological Dig Poster
Student Name:
________________________________________
CATEGORY
Graphics Relevance
4
All graphics are
related to the topic
and make it easier
to understand.
3
All graphics are
related to the topic
and most make it
easier to
understand.
2
All graphics relate
to the topic.
1
Graphics do not
relate to the topic.
Labels
All items of
importance on the
poster are clearly
labeled with labels.
Almost all items of
importance on the
poster are clearly
labeled with labels.
Several items of
importance on the
poster are clearly
labeled with labels.
Labels are too small
to view OR no
important items
were labeled.
Content - Accuracy
At least 5 accurate
facts are displayed
on the poster.
4 accurate facts are 3 accurate facts are Less than 3
displayed on the
displayed on the
accurate facts are
poster.
poster.
displayed on the
poster.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms
of design, layout
and neatness.
The poster is
acceptably
attractive though it
may be a bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Lesson: Road to Revolution
Road to Revolution
Topic: Revolutionary War
Grade Range: 2nd Grade
Time Frame: Week 4
Common Core Standards: (Domain, Standard, Cluster)
Domain: Grade 2 Reading Standards for Informational text K-5
Standard: Key Ideas and Details
Cluster Objectives:
Describe the connection between a series of historical events, scientific
ideas, or concepts, or steps in technical procedures in a text.
Arizona State Social Studies Standards
Strand 1, Concept 4
 Recognize that American colonists and Native American groups lived in the area
of the 13 Colonies, ruled by England.
 Discuss contributions of key people in gaining independence during the American
Revolution.
 Recognize dissatisfaction with England’s rule as a key issue that led to the
Revolutionary War.
 Describe how colonists demonstrated their discontent with British Rule (e.g.
Boston Tea Party, Declaration of Independence, Paul Revere’s ride, battles of
Lexington and Concord).
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
Students will be able to explain the answers to the following questions:
a.
Who are the people that influenced the founding of the United
States?
b. What was the order of events that lead up to the Revolutionary War?
Key Vocabulary (Fighting
for Freedom cloze activitysee attached):
Colonist
Colony
Govern
Minuteman
Patriot
Protest
Red coat
Revolution
Tax
Materials:
Road to Revolution by Francis Downey (National
Geographic Reading Expeditions)
Student Learning logs
RAN Chart
Quiz Quiz Trade Cards
Higher Order Questions:
Knowledge: Who governed the 13 colonies?
Comprehension: What is the difference between the minutemen, patriots and the
redcoats?
Application: Why was the Revolutionary War important to America?
Analysis: Why did the English want to keep their colonies and why did Americans want
their freedom? Explain.
Synthesis: What would America be like if they had lost the Revolutionary War?
Evaluation: Who was the most important person in American history? Explain your
defense.
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
Sesame street revolution- http://www.youtube.com/watch?v=TnWxFOqsWdk
Boston Tea Party- http://www.youtube.com/watch?v=Ar6cFIfPFW4&feature=related
Schoolhouse Rock revolution- http://www.youtube.com/watch?v=p0LmYEjXNIg
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
Whole group, use the RAN chart to record new learning. Students will record new
learning in their learning logs as they read each section.
The 13 Colonies
Begin reading Road to Revolution Chapter 1. Pull vocabulary words- colony, govern,
patriot, revolution, tax, colonist, minuteman, protest, redcoat. Put on words to know
wall. Students will add these to their key word taxonomy (see attached) in their
learning logs.

Moving into War: Boston Tea Party Use jigsaw to organize groups to read each
section-French and Indian War, New Laws, New Taxes, Trouble in Boston, Loss
of Freedom, Moving Toward War, Fighting the War, and Surrender. Have each
team make a small poster to place on a class timeline of the American Revolution.
Include What happened? and When did it happen?, illustrate.)

Paul Revere/American Revolution Read Chapter 2and 3. What was Revere famous
for? Have students write what they know about him in their learning log. Focus
on Declaration of Independence, George Washington, and Constitution. See the
overview on page 24.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
After reading the book, students will choose one of the following activities:
 Pick one side of the American Revolution. Write about why people on that side
thought they were correct. Include key words in your explanation.
 Choose the most important American and tell why you think that.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
Review
Give one, get one fact sharing activity.
 Students will review the events of the Revolution by sharing information with
other students. Procedure: Students write one fact in each of the two squares that
say “give one”. Students stand up, hand up and pair up to give a fact to someone,
recording it in one of the “get one” squares. Repeat with a different student to fill
the last get one square. See the attached organizer.
Quiz/Quiz/Trade review (see attached question cards)
 Students receive a question card. They will stand up, put their hand up, and pair
up. Students will then take turns asking and answering the questions. When they
are finished, they will trade cards and go find another partner by putting their
hand up and pairing up with someone new.
Assessment
Students will write the answers to the following questions in their learning logs.
 Who are the people that influenced the founding of the United States?
 What was the order of events that lead up to the Revolutionary War?
Use Early America test (see attached)
Interventions/Extensions: (How are you reaching every learner?)
Interventions
 Guided reading aloud
 Jigsaw groups to support low readers
Extensions
 Choice in activities provides differentiation for interests
 Debate the two sides of the Revolutionary War. Opinion Stations
Where do you stand on a controversial topic? Choose your answer and discuss
your opinion with others who answered similarly, then with someone who had a
different opinion.
 Students participate in a living museum format where students dress as their
favorite American and tell why.
Double click on the test to see the entire version in PDF (two pages).
Fighting For Freedom
Key Words
colonies
governed
patriots
revolution
tax
Long ago, England____________, or
ruled, 13 ___________ in North America.
England passed laws that the colonists had to
follow. One law was a stamp __________.
The colonists didn’t like many of England’s
laws. Some colonists known as _______
wanted to be free from English rule. The
colonists started a _____________ against
England to replace the English government
with their own government.
The American Revolution is important
because…
Quiz, Quiz Trade cards for American Independence
Use business card perforated tag board for printing easy set of cards.
Who were the Patriots?
What does it
mean to protest?
Who were the Redcoats?
What does govern mean?
Explain the
Boston Tea Party?
What was the
Revolutionary War?
What were colonists?
Who fought in the
Revolutionary War?
Why did the colonists
want to go to war
with England?
Who won the
Revolutionary War?
Lesson: Timeline
Subject or Course: Social Studies
Learning Objective: (What do you want students to know and be able to do? What is the intended
learning?)
The student will be able to read a timeline to determine order of events and create a
personal timeline of life events. The student will describe the connection of events that
lead to the Revolutionary War.
Resources: (Briefly describe the resources used (e.g. books, periodicals, field trips, guest speakers, etc.)
to obtain the concept information for the lesson?)
http://exchange.smarttech.com- search for appropriate SMARTboard lessons
Unit Plan: Week 4
Link to Common Core Standards: (How is the learning objective related to the Common Core
Standards? Include complete Domain, Standard and Cluster Objective Descriptors.)
ARIZONA STATE STANDARDS- SOCIAL STUDIES
Strand 1, Concept 1
 Place historical events in chronological order on a timeline.
COMMON CORE STANDARDS
Domain: Grade 2 Reading Standards for Informational text K-5
Standard: Key Ideas and Details
Cluster Objectives:
Describe the connection between a series of historical events, scientific
ideas, or concepts, or steps in technical procedures in a text.
Materials:
SMART Notebook lessons- see attached slide layouts
Student Learning Log
Road to Revolution by Francis Downey (National Geographic Reading Expeditions)
SMARTboard
Pre-assessment:
A list of dates (located in SMART board lesson) will be shown to the class. Each student
will put the dates on a timeline in the correct order using a printout, whiteboard, or by
drawing in the learning log.
Anticipatory Set:
Show students a series of pictures out of order (comic strip, clip art, etc.). Say to the
class “Figure out what is wrong!” Discuss and put in order. “Why do we need order or
sequence when talking about events?”, “Does the order matter? Why?”
Teaching/presentation: (includes Input, Modeling, and Checking for Understanding)
Input: (How will you clearly inform students of the objectives and State Standards? What
instructional strategies will be implemented? What information will students need to acquire
knowledge and skills described in the learning objective? How will the learning activity be
structured to encourage learner involvement?)
Tell students “2nd graders need to be experts on putting historical events on a
timeline and understanding how they are connected.” Using the SMARTboard
(lesson attached), students will learn how to read and use a timeline through an
interactive lesson. Students will need to know the important events of their life
such as birthdates, age, year they began school, etc. Students will participate
using their whiteboard when not working on the SMARTboard.
Modeling: (How will you model the critical aspects of the concept for students? How will you
move students from the knowledge level to higher levels of thinking?)
The teacher will use the pre-assessment slide to model how to put the dates in
order on a timeline. The teacher will direct students to identify the current year
while viewing the first slide. The next slide asks students to identify the year of
their birth and calculate the number of years that have passed. The teacher will
demonstrate how to count back on the timeline and check with addition or
subtraction.
While monitoring for understanding, the teacher will model any concepts unclear
to students individually or whole group as needed.
Checking for Understanding: (Checked throughout the lesson. How will you know
whether all students have “got it” before proceeding with the next step of the lesson?)
Students will show their whiteboard throughout the lesson. Students will also
come up and demonstrate their learning on the SMARTboard.
Guided Practice: (How will you guide students to demonstrate their understanding of new learning?)
Each slide prompts students to identify and/or use dates on the timeline- when
you started school, how many were born…, find the year, put dates in order, and
write in missing dates.
Independent Practice: (How will students practice the intended learning?)
Following the lesson, students will practice using and creating a timeline in a small group
center. See attached
Post-Assessment: (How will you know students have acquired the intended learning? How will
students be involved in ongoing assessment? Attach any materials that you will use in the summative
assessment process.)
Students will create a timeline of important events leading up to the Revolutionary War
using an interactive timeline (in computer lab)
http://www.readwritethink.org/files/resources/interactives/timeline/index.html
http://www.readwritethink.org/materials/timeline/index.html
at the end of the unit using their learning log information. Students will need to include
at least 6 major events with a short description and date when applicable.
Measurement Tool: (How will the intended learning be measured? What are the measurable criteria
that will be used?)
Checklist of standards mastered
Rubric- http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubrictimeline2.pdf
Interventions: (What instructional strategies will be in place for students who do not acquire the
intended learning?)
Visual flipbook timeline for students who need to represent their learning pictorially
Review of timeline lesson on SMART board
Extensions: (What instructional strategies will be in place for students who exceed the intended
learning?)
Include more than 5 events on timeline
Create other timelines- George Washington’s life, etc.
Manipulate information using the timeline (word problems)
Closure: (At the end of the lesson, how will the intended learning be summarized by the students?)
Students will be directed to think, pair, and share about how timelines help us understand
the order of historical events.
Time line SMARTboard lesson slides
Smartboard lessons will be put into a related file entitled, Smartboard lessons for
American History Unit.
Time line Center Slides
Component 4: Assessments
Assessment for learning (formative):
 See lessons for specific assessments.
Assessment of Learning (summative):
 See lessons for specific assessments
Component 5: Resources and Materials
(Please note that most resources were embedded in each lesson where appropriate)
Additional Online Resources:
 Field Trips to Yesterday: The Road to Revolution- Discovery United streaming
 Trackstar #308584- Colonial Time by Jan Horetski
 Teaching students how to work as a Group- http://www.fisherandfrey.com/wpcontent/uploads/2011/05/20-days-of-spotlight-lessons-pgw.doc
 Vocabulary- http://www.wordle.net/
 Math tools- http://kentuckymathematics.org/Resources/tools.asp
Center Ideas for Native American content:
 Make a Navajo necklace using tin foiled covered cardboard squares and
turquoise colored pasta
 Make a dream catcher
 Make and play the stick dice game
 Read, write and draw about Thanksgiving myths and facts
 Read about and compare Native American tribes of the past and present
 Make Navajo Fry bread
 Read Native American legends and make Pueblo storytelling dolls to retell
the stories
 Read about the “Three Sisters” and plant them together.
Center Ideas for Early America/American Independence:
 Compare the lives of colonial children with children of today using a Venn
diagram.
 Make colonial candles using doilies and cardboard tubes.
 Make colonial hats and play colonial games.
 Make ornaments like pomander balls, cinnamon cut out shapes and
popcorn/cranberry chains from natural resources.
 Make a hornbook and practice writing the Pilgrim Child’s Nursery Rhyme
“One, Two, buckle my shoe, etc.”
Some task cards are attached below for your use:
Materials needed
Beads-turquoise pasta
Yarn
Foil covered square
Designs
1. Read the mini book about the Navajo
tribe.
2. Take a foil covered square and place
the design on top.
3. Trace the design, pressing hard to
imprint the design on the foil or make
your own design.
4. Color the design in permanent marker.
5. String onto the yarn.
6. Add beads to each side.
7. Tie and wear your beautiful necklace.
The calendar stick is a diary. By running fingers over
each of the etchings on the stick, Native Americans
could remember their history. Traditionally it was used
as a means of keeping the official tribal history, but it
was also used as a family timeline.
Apache communicated in different ways. Apache used
smoke signals for long distance. They have symbols,
pictures, and poems. Sign-language was used while
they traded. Apache used a calendar stick to keep
track of days and what happened on those days.
The Winnebago Indians notched (carved lines) sticks
as a way to record time and important events such as
a meteor shower or the birth of a family member.
Notches on the front of the stick represented the
winters, or years.
Tribes in the Plains Region recorded time and events
by painting symbolic figures, or pictographs, on large animal skins. This
kind of calendar was called a “winter count” (the New Year began in winter)
and might cover many years. Many Native American tribes measured days
as suns and nights as sleeps.
Calendar sticks were handed down from generation to generation, similar to
how we pass down photo albums and scrap books.
1. Paint your stick with a light wash of brown paint to represent
"bark".
2. Read the Calendar Stick information sheet.
3. Wipe off the extra paint from your stick. Clean up your area
and work on draft of your calendar using the sheet provided.
4. Think about the important events in your life.
5. In the FIRST box on the practice paper, create a symbol of your
first important event using a symbol from the sheet provided.
6. In the NEXT box, think of the second event in your life and
create a symbol that will represent this event.
7. FINALLY, complete the sheet with at least 8 events.
8. NOW you will make your calendar.
Making Your Calendar
1. Be sure your name is on the back of your calendar.
2. Using a ruler, measure dividing lines and mark them with a pencil. Be sure
you have enough spaces for each of your events.
3. Using the permanent markers, draw your symbols on your calendar stick in
each of the spaces in order.
4. Tie the ends of a piece of yarn to form a loop. Place beads on the
yarn – they should rest on the knot. Use a slip knot to put the yarn on your
Calendar Stick. Add feathers.
Scented Cinnamon Ornaments
Ingredients: for two people
¼ C cinnamon
Scant (little less than) ¼ C Applesauce
2 tsp white glue
Directions:
1. Measure cinnamon into your dish.
2. Add glue and applesauce a little at a time.
3. Mixture should have consistency of playdough.
4. If too dry, add 1 tsp. applesauce.
5. Pat out 1/4 inch thick between pieces of waxed paper.
6. If too sticky, sprinkle with a little cinnamon.
7. Cut with cookie cutters.
8. Use straw to put a hole in the top.
9. Place on level surface to dry 4-5 days.
10. Turn over often.
11.Tie with ribbon.
Materials
Tin can frozen with water
Hammer
Nail
Pattern or design
1.
Use one of the pattern sheets or make your own.
2.
Tape the pattern to the can.
3.
With the help of an adult, use a nail to punch a hole with
a hammer into the can.
4.
Follow the dots on the pattern. Making a hole for each
dot.
5.
Put a candle into the can. The pattern will show through
when it is lit.
Remember fire is deadly! This must be lit only by an adult.
Colonial Paper Cornucopia
Materials:
Paper Cornucopia Pattern
(fold doily in half and trace onto paper for insert)
Glue
Colored copy Paper
Popcorn/treats
Scissors
String or pipe cleaners
Lace doily
Directions:
1. Using the pattern, cut out your cornucopia on construction paper.
2. Glue this to the lace doily so that some of the color shows through the
doily.
3. Roll your pattern and glue together in the shape of an ice cream cone.
4. Put glue on the flap and make sure the flap is on the inside of the
cone.
5. Use the hole punch and make two holes on opposite sides of the
cornucopia.
6. Cut a length of yarn about 8 inches long. Make a small knot at one
end of the yarn. Thread the string through one hole making sure the
knot is on the inside of the cone. Bring the string around and thread it
through the other hole and make another small knot, again making
sure the knot is on the inside of the cup.
7. Fill your cup with the goodies at the center.
8. Take your cornucopia home for your tree or to share with a friend.
Colonial Games
Make a colonial hat
Boys-Tricorne hat
Trace three of the templates on black paper and staple together to fit
your head.
Girls-Bonnet cap
Mark around the edge of the white fabric circle about 1 inch inside and
sew around the edge with elastic thread.
Read about the games below. Play marbles if you have time
Leapfrog
Leapfrog was a game played by colonial children. You
least four children to play this game (usually outdoors).
pair up and decide who will be the frog first and then they
The frog jumps over the partner who is crouched down.
winners are the partners who cross the finish line first.
needed at
Children
take turns.
The
Shooting Marbles
Shooting marbles was a game played by colonial
Sometimes they made marbles out of clay but if they were
they had marbles made out of glass.
children.
lucky,
To play the game of marbles one of the players had to draw a large circle using a hoop (or
rope). Then they would place a marble inside the circle. Everyone takes turns trying to hit the
marble in the middle. Whoever hit the marble in the middle won all the marbles in the circle.
There were other ways to play too. In one game each player placed a marble in the circle and
tried to shoot marbles out of the circle to win them.
Hoops
Children played with hoops and had races
Children would race with hoops against
across fields, down hills and around
Children would use hoops from old
barrels. The hoop was rolled with a stick
crook which was a stick with a hook on it.
with them.
each other
corners.
wooden
or an iron
Quoits
Quoits was a popular game played by children during colonial times. To play the game you
needed rings and a stake. The rings could be made out of leather, rope, willow branches, or
iron. You needed four rings. Two rings were one color and the other two were another color.
Quoits were played by tossing rings onto a stake called a hob. There were two players or two
teams with two players on each team.
If your ring went onto the hob, it was worth two points and it was called a ringer. You got one
point for getting your ring the closest to the hob. The first player or team with 21 points won.