5 Day Social
Studies Unit
2nd Grade
Created By:
Sammi Johnson
EDUC 333
November 30, 2010
Introduction:
VII.
GOVERNMENT AND
CITIZENSHIP
B. Beliefs and
Principles of United
States Democracy
The student will
know key symbols,
songs, and locations
that represent our
nation and state.
1. Students will
recognize the
symbols, songs,
locations that
uniquely identify
our nation.
2. Students will
recognize symbols
that are significant
for the state of
Minnesota.
3. Students will
describe key
national holidays
and explain why
people celebrate
them.
1. U.S. flag, the
Pledge of
Allegiance, the
National Anthem,
Independence Day,
bald eagle, Statue of
Liberty, the White
House, the Liberty
Bell, patriotic songs.
2. The state flag,
flower, quarter
dollar, and bird.
3. July 4th, Memorial
Day, Flag Day,
Veterans’ Day,
Labor Day, and
Presidents’ Day,
Martin Luther King
Jr.’s birthday,
Thanksgiving.
Phase 1
The students will be able to recognize and describe important parts of government
such as; the American flag, the National Anthem, the Statue of Liberty, the Minnesota
flag, and the Minnesota state bird and state flower.
Phase 2
Informal: ticket out of class, walk around the classroom, and writing exercise.
Formal: creating own Anthem
Rubric for Anthem
Content
Creativity and
attitude
5
Uses descriptions
from the week
about America and
Minnesota,
includes special
things that are
important to
themselves
Creates own tune
to sing, is
enthusiastic,
4
Uses a few
descriptions from
the week about
America and
Minnesota,
includes some
things that are
important to
themselves
Uses another song
for the tune of the
song, somewhat
enthusiastic
3
Uses few to no
descriptions from
the week about
America and
Minnesota, does
not include things
that are important
to themselves
Does not sing the
anthem, not
enthusiastic
Day 1: U.S. Flag
Headings
Academic
Standard, District
Goal
Objective(s)
Learning Goal(s)
Assessment
Transitions
Opening
Procedure
Old Glory- Grade 2
Explanation
VII. GOVERNMENT AND CITIZENSHIP
B. Beliefs and Principles of United States Democracy
The student will know key symbols, songs, and locations that
represent our nation and state
1. Students will recognize the symbols, songs, locations that
uniquely identify our nation
1. U.S. flag, the Pledge of Allegiance, the National Anthem,
Independence day, bald eagle, Statue of Liberty, the White House,
the Liberty Bell, patriotic songs.
Given the Old Glory lesson, the student will identify the United
States flag, define the meaning of the stripes and stars, and know
its history.
Informal: Teacher walks around the classroom making sure the
students are correctly identifying the parts on the American flag.
Formative: Writing Exercise.
Have the students clean up what they are working and meet you on
the floor as a large group.
After the students hear the history of the American Flag, send the
students back to their seats to complete the writing exercise and
make the Unity Pin.
“The American Flag has a lot of importance to Americans. Many
places you go you will see an American flag displayed. Today we
will talk about the meaning behind the stars and stripes on the flag
and the history behind the flag itself.”
1. Introduce the students to an American flag by showing them
one.
2. “2nd graders, please count the white stripes” (6)
3. “Next, count the red stripes” (7)
4. “Does anyone know what each of the 13 stripes
represents?” (The 13 original colonies)
5. “The colonies were the original small towns that were
discovered.”
6. “2nd graders, could you please count the number of stars on
the flag?” (50)
7. “Now does anyone know what the 50 stars represent?” (The
50 states)
8. “The American Flag has had other names in the past, it has
been called Stars and Stripes, and Old Glory”
9. “The first official national flag was approved by the
Continental Congress on June 14, 1777. This flag looked a
little different [Show old flag] instead of 50 stars, there were
only 13, and does anyone know why this might have been?”
Closure
Materials
Resources
Accommodations
Modifications
Enrichment/
Extensions
Self-Reflection
(To represent the 13 original colonies)
10. “On August 3, 1949 President Truman officially declared
June 14th to be Flag Day.”
11. “It is widely believed that Betsy Ross sewed the first
American Flag.”
12. “How many of you have seen an American flag? Where
have you seen them?”
13. Writing Exercise: Ask the students- what does the flag mean
to you? How do you feel when you see our American flag
displayed?
“What did you learn today?”
 Medium circle Woodsies (2 per child)
 Small rectangular Woodsies (4 per child)
 Small stars (2 per child)
 Red, white and blue paint
 Tacky glue
 1” jewelry craft pin (2 per child)
 Pattern (Use the top design)
http://www.betsyrosshouse.org/hist_flag/
http://www.pbs.org/americaresponds/theamericanflag.html
http://www.makingfriends.com/veteransdaypins.htm
Students that are unable to glue or paint on their own will have
assistance from either a teacher or another student.
Students who are unable to write may verbally explain the writing
exercise and the teacher can write the student’s response.
If sending the Unity Pins to members of the military is not an
option, the students could give them to local police officers,
firefighters, or medics.
Have children create Unity Pins. The materials are listed above.
Follow the pattern to create the pin. Once the Woodsies are
painted and glued together, glue a pin on the back.
The children will make one for them to wear proudly, and the extra
one will be sent with a copy of their writing exercise to a member
of the military.
Day 2: The Statue of Liberty
Headings
Academic
Standard, District
Goal
Objective(s)
Learning Goal(s)
Assessment
Transitions
Opening
Procedure
Closure
Materials
Resources
The Statue of Liberty- Grade 2
Explanation
VII. GOVERNMENT AND CITIZENSHIP
B. Beliefs and Principles of United States Democracy
The student will know key symbols, songs, and locations that
represent our nation and state
1. Students will recognize the symbols, songs, locations that
uniquely identify our nation
1. U.S. flag, the Pledge of Allegiance, the National Anthem,
Independence day, bald eagle, Statue of Liberty, the White House,
the Liberty Bell, patriotic songs.
Given The Statue of Liberty lesson, the student will understand the
history and representation of the Statue of Liberty.
Formative: Ticket out of class
Have the students meet you on the floor as a large group to read a
book. Before reading the book, ask the students what they
remember about the American flag from Monday’s lesson. Once
the discussion is done about the book, have the students move to
the art section of the classroom to complete the art project.
“The Statue of Liberty plays an important role in American History.
We will read The Story of the Statue of Liberty By: Betsy Maestro.”
[Read the book]
14. After reading the book ask the students “what did you learn
about the Statue of Liberty?”
15. Write the student’s responses on the board or on a piece of
paper.
16. Key notes the students should remember are:
- France gave the United States the monument to
represent their freedom together
- It was sculpted by Frederic Auguste Bartholdi
- Was given to New York June of 1885
- It is on Liberty Island
- There are 7 spikes on her crown
- She is holding a torch and a book
- Made of copper
Have the students complete a ticket out of class: What do you think
freedom is and how is it represented by the statue of liberty?
 Clay (enough for each child)
 Small cardboard piece (1 per child)
 Green glaze
 Book The Story of the Statue of Liberty By: Betsy Maestro
http://www.ehow.com/list_6504456_activities-kids-build-statueliberty.html
http://www.statueofliberty.org/Statue_History.html
Accommodations
Modifications
Enrichment/
Extensions
Self-Reflection
For students who are unable to write their ticket out of class they
can verbally explain their answer.
If a child is unable to create his or her own Statue of Liberty, a
teacher can help him or her in the construction.
Have each student create his or her own Statue of Liberty out of
clay. Each student will be given a wad of clay and a piece of
cardboard to place their Statue of Liberty on. Have a picture of the
Statue of Liberty for the students to look at while they construct
their own representation.
1. Kneed a ball of clay for about 2 minutes to remove the air
bubbles.
2. Use fingers to push the clay into cylindrical shape.
3. Create the arms and head, forming the spiked crown on the
headpiece.
4. Once finished, allow drying completely.
5. Cover with a green ceramics glaze and fire in a kiln.
Day 3: National Anthem
Headings
Academic
Standard, District
Goal
Objective(s)
Learning Goal(s)
Assessment
Transitions
Opening
Procedure
Star Spangled Banner-Grade 2
Explanation
VII. GOVERNMENT AND CITIZENSHIP
B. Beliefs and Principles of United States Democracy
The student will know key symbols, songs, and locations that
represent our nation and state
1. Students will recognize the symbols, songs, locations that
uniquely identify our nation
1. U.S. flag, the Pledge of Allegiance, the National Anthem,
Independence day, bald eagle, Statue of Liberty, the White House,
the Liberty Bell, patriotic songs.
Given the Star Spangled Banner lesson, the student will be able to
sing the song and understand the meaning behind it.
Formative: When the group thinks they are done and have the song
put together, singing the song correctly will ensure they know the
words of the song.
Have the students recall what they learned on Tuesday about the
Statue of Liberty.
Play the National Anthem for all of the students to hear. This will
grab the student’s attention.
17. Play the National Anthem once again and have the words up
on the overhead or visible for the students to see.
18. “The history of the National Anthem is: During the War of
1812, on September 13, 1814, Francis Scott Key visited the
British fleet in Chesapeake Bay to secure the release of Dr.
William Beanes, who had been captured after the burning of
Washington DC. The release was completed, but Key was
held by the British overnight during the shelling of Fort
McHenry, one of the forts defending Baltimore. In the
morning, Key peered through clearing smoke to see an
enormous American flag flying proudly after a 25-hour
British bombardment of Fort McHenry. He was so delighted
to see the flag still flying over the fort that he began a poem
to commemorate the occasion, with a note that it should be
sung to the popular British melody "To Anacreon in
Heaven." In 1916, President Woodrow Wilson ordered that
it be played at military and naval occasions. In 1931, the
Star-Spangled Banner became our national anthem.”
19. [Ahead of time, type up the National Anthem and divide it
into 4 sections print enough so each student can have a
section. If numbers are odd, pair up students to ensure
groups of 4]
20. Give each student a piece of paper.
21. Tell them their goal is to find the other students in their
group to complete the song. They must put the song
together in the correct order as a group.
22. Once the group members think they have it, they are to sing
their song as a group.
Ask the students to sing the song as a large group one last time.
 National Anthem print outs (1 per group, divided in 4
sections)
http://bensguide.gpo.gov/3-5/symbols/anthem.html
http://www.metrolyrics.com/united-states-of-america-anthemtext-lyrics-national-anthem.html
http://www.lessonplanspage.com/MusicO4thOfJulyJigsawLyricMe
morizationGameForNationalAnthem45.htm
http://www.youtube.com/watch?v=yb_yVxDyB9s
Closure
Materials
Resources
Accommodations
Modifications
Enrichment/
Extensions
Students who have IEP’s should be paired with a stronger student
for the jigsaw activity.
If the students do not know the song well yet, have it still displayed
on the overhead for the students to correctly put the pieces of the
song together.
Have students go home and practice the National Anthem. Have
the students take note of where they hear the song being sung (i.e
baseball games).
Self-Reflection
The Star Spangled Banner
(The Defense of Fort McHenry)
September 20, 1814
By Francis Scott Key
Oh, say can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O'er the ramparts we watched, were so gallantly streaming?
And the rockets' red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
O say, does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
Day 4: Minnesota Flag
Headings
Academic
Standard, District
Goal
Objective(s)
Learning Goal(s)
Assessment
Transitions
Opening
Procedure
Our State Flag- Grade 2
Explanation
VII. GOVERNMENT AND CITIZENSHIP
B. Beliefs and Principles of United States Democracy
The student will know key symbols, songs, and locations that
represent our nation and state
2. Students will recognize symbols that are significant for the state
of Minnesota
2. The state flag, flower, quarter dollar, and bird
Given the Our State Flag lesson, the student will recognize the
Minnesota flag, and know its history.
Informal: While students are thinking about what was on the flag,
they should begin to understand symbolism. Listen carefully to
each student’s answer to know if they are beginning to understand
the concept.
Ask the students what they remember about Wednesday’s lesson
on the National Anthem.
Take the students to a location that has the Minnesota flag (i.e.
outside the school).
23. Have the students take note of what they saw on the flag,
the colors, symbols, pictures, dates, words, ect.
24. Ask them to think back on Monday when they looked at the
American flag, “what do you think some of these things
represent?”
25. “The flag is Blue and Gold. Circular emblem an inner circle
surrounds scenes from The Great Seal of the State of
Minnesota displayed on a field of medium blue matching
that of the general flag. The inner circle is surrounded by 19
five pointed stars representing Minnesota as the 19th state,
after the original 13 colonies, to join the union. The stars are
arranged in four groups of four stars and one group of three
stars at the top of the circle. The top star represents the
North Star. The five star groups represent a five pointed
star. The word "MINNESOTA" is printed in red letters below
the inner circle. Scenes from the Minnesota State Seal are
displayed within the inner circle. Shown is a bare-footed
farmer plowing a field. The farmer's axe, gun and powder
horn rest on a nearby stump. An Indian rides nearby. These
scenes are surrounded by intertwined pink and white lady
slippers (the state flower) and a red ribbon. Printed in gold
letters on the red ribbon are the dates 1819, the year in
which Fort Snelling was established, 1893, the year that the
flag was officially adopted and "L'ETOILE DU NORD" (Star of
the North), the Minnesota State Motto. Over the seal in gold
letters is the date 1858; the date that Minnesota was
Closure
Materials
Resources
Accommodations
Modifications
Enrichment/
Extensions
admitted to the union.”
26. Have the students think about what represents them.
27. “Students, you are going to be making your own flag to
represent yourself, just like the Minnesota flag represents
Minnesota and the American flag represents all of America.”
Ask the students to share their flags with the class. Explain why
they put certain things onto their flags.
 A piece of paper for each child
 Markers or crayons
 Scissors
 Feathers
 Glitter
 Glue
 Buttons
http://www.netstate.com/states/symb/flags/mn_flag.htm
Students who need extra help should be able to get it in order to
create their own flag.
Instead of bringing the students outside to look at a flag, make sure
to have a picture of one, or one inside the classroom. This will
allow for less transitions and distractions.
When the students go home, have them create a flag that
represents their family. Have them include things that are
important to them as a family, just like they did with their own flag.
Self-Reflection
Day 5: Minnesota flower and bird
Minnesota’s State Symbols- Grade 2
Headings
Explanation
Academic
Standard, District
Goal
VII. GOVERNMENT AND CITIZENSHIP
B. Beliefs and Principles of United States Democracy
The student will know key symbols, songs, and locations that
represent our nation and state
2. Students will recognize symbols that are significant for the state
of Minnesota
2. The state flag, flower, quarter dollar, and bird
Given the Minnesota’s State Symbols lesson, the student will
understand the history behind the state flower and bird.
Given the Minnesota Flower and Bird lesson, the student will
visually recognize the state flower.
Given the Minnesota Flower and Bird lesson, the student will
visually recognize the state bird, and recognize its sound.
Summative: Have the children create their own Anthem.
Formative: As students are listing what they remember, they
should be remembering key points discussed in previous lessons.
“2nd graders, what do you remember about yesterday’s lesson on
the Minnesota flag? What are some things you remember seeing
on the flag?”
“On the flag we did see the lady slipper which is the state’s flower.
Does anyone know what the state bird is?” [The loon]
1. “The history on the common loon is; On January 17, 1961,
House Bill No. 79 was introduced proposing that the
common loon (Gavia immer) be adopted as the official state
bird of Minnesota. It was approved by the Minnesota House
of Representatives on February 18, 1961. A similar bill was
introduced in the Senate. Senate Bill No. 843, was
introduced shortly after the House vote on February 28,
1961. It was approved by the Senate on March 7, 1961. On
March 13, 1961, Governor Elmer L. Andersen signed the
legislation that adopted the common loon (Gavia immer) the
official state bird of the State of Minnesota.”
2. “ The history on the pink and white lady’s slipper
(Cypripedium reginae) is, it is also knows as the showy
lady’s slipper or queen’s lady slipper, was adopted as the
state flower in 1902. It is found living in open fens, bogs,
swamps, and damp woods where there is plenty of light,
lady's slippers grow slowly, taking up to 16 years to
produce their first flowers.”
3. “Has anyone ever seen a loon or a pink lady slipper?”
4. “Where have you seen either of these?” [Write down the
locations the students list on either a whiteboard or an
overhead].
5. “How would you describe the bird or the flower?” [Write
Objective(s)
Learning Goal(s)
Assessment
Transitions
Opening
Procedure
Closure
Materials
Resources
Accommodations
Modifications
Enrichment/
Extensions
Self-Reflection
down the thoughts on a whiteboard or overhead].
6. “2nd graders, you are now going to think about everything
you have done this week and what you have learned. Can
you name some stuff that you have learned?” [Take note on
the board of their answers, these are to be used later when
they create their anthem] “Today’s assignment is to create
your own anthem. I will put up on the board the National
Anthem of the United States of America as an example.
Think about things that are important to you and your
family and things that are important to you because you are
an American and you are from Minnesota.”
Ask the students: “What is one interesting fact you learned this
week?”
 None
http://www.netstate.com/states/symb/birds/mn_common_loon.h
tm
http://www.50states.com/flower/minnesota.htm
For the students who do not know what to sing about, give them
clues of what was talked about during the week. Another student
or an aid can help the child create a song that fits them best. After
all, this is all about them.
Give the students the option to sing to a common nursery rhyme
such as Twinkle Twinkle Little Star, Marry Had A Little Lamb, Old
McDonald Had A Farm, ect.
“After you leave school today, I want you to sing your anthem to
someone, this could be mom or dad, a friend on the bus, or the
bagger at the grocery store. Tell them why you included what you
did in your song and then on Monday come back and tell us about
your experience.”