Unit Framework- Email the teacher
Title: Proud to be an American
Subject and Level: Social Studies, first and second grade
Learner Description: Primarily forty first and second graders from the Northwest suburban area North of Chicago. Two other first and second grade classes were incorporated with our project.
Overview: Students study what it means to be a proud American, as well as what it means to be a world citizen.
What will be taught?
Students will understand what patriotism and freedom mean, learn about holidays that pertain to American history, learn about American and World organizations that promote American and World well-being, learn about symbols that represent America, and hear biographical stories and see artifacts from relatives that served in the Armed Forces.
How it will be taught?
Students will list things they think they know, and create a list of questions they would like answered. Students will interview family and friends about their experiences with the Armed Services. Relatives and artifacts will be brought in to share with the students. Students will share the information they learn with a visual and oral presentation to the class. Graphing of relatives in the Armed Services will be created. A member of the Armed Services will visit our classes. We will use the internet to find appropriate grade level information.
What will the students do and learn?
Students will read and be read to about patriotism and the holidays that honor our heroes and country. Students will interview their family members about any relatives who have served their country. They will complete an American flag with the appropriate information. Students will share their findings with another classroom. As a large group, they will graph the flags under the proper categories (ie, Army, Navy, Air Force, Marines, and Coast Guard). Students will learn about the meaning of the American flag. They will discuss everyday heroes in our community
Rationale:
Why would you teach this unit?
Our current curriculum guide specifies that we study a country from each continent within a three year period. We are to study customs and holidays of a chosen country. This project fulfills this district requirement in an engaging, meaningful, and fun manner. Given the current events of this fall, it seemed an appropriate time to instill patriotism and pride in their country and citizenship.
Why would this this qualify as an Engaged Learning unit?
These engaged learning indicators are addressed.
How is technology going to be incorporated into the unit?
Internet access with sites from our District 23 web site "Curriculum Links" were looked at by all students during computer lab and classroom time. Word processing on AppleWorks was used to type acrostic poems and captions for photos. Some students wrote paragraphs of their relatives who served in the service. Students utilized proofreading using Spell check, use of the mouse for cursor functions, and the tab key was for indentation of paragraphs. The digital camera played an important role. The teacher documented students' learning and collaboration, documented project tasks and outcomes. The scanner was used to scan in old artifacts that students brought in from relatives. Parents appreciated the enlarged copies of old photos of their relatives
Why is this project authentic/meaningful , and challenging for students?
Freedom and patriotism are ideals that need to be promoted in today's young people. This is especially true with today's current events. Also, as the world is becoming smaller in this technological age, there is a better chance of students traveling abroad or communicating long distances. They need to understand that other areas of the world have their own form of patriotism. Also, as the US becomes more diverse, it is necessary to be aware and accepting of others' cultures.
This project also developed research and presentation skills that are needed now and for future life experiences.
The use of technology has almost become a way of life in our present world. Knowledge of its capabilities is essential.
Particularly with multi-ability classes, there are sufficient activities for each student to seek his/her own level and expertise area.
What skills?
Research (reading, interviewing, highlighting important points), cooperative learning (sharing), technological skills (internet, word processing, digital photography, scanning of artifacts), presentation skills (listening and speaking), graphing, evaluating skills, critiquing and debriefing skills. Students learned how to take photos with the digital camera. They also scanned in their artifacts. These were then inserted into word processing documents.
What attitudes?
We wanted the students to develop a strong pride in the country they live in, as well as accept the beliefs and backgrounds of others. We wanted students to recognize their freedoms and realize reponsibility of having them.
Goals-Content, Cognitive and Social:
What state standards does the unit address?
Social Science Skills
14.C.1 Identify concepts of responsible citizenship including respect for the law, partriotism, civility and working with others.
14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom.
16.B. Understand the development of significant political events.
16.D. Understand Illinois, United States and world social history.
16.D.1. Identify how customs and traditions from around the world influence the local community.
18.A.1 Identify folklore from different cultures which became part of the heritage of the U.S.
Language Arts Skills
3.A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.B.. Compose well-organized and coherent writing for specific purposes and audiences.
3C. Communicate ideas in writing to accomplish a variety of purposes.
4.A. Listen effectively in formal and informal situations
4.B. Speak effectively using language appropriate to the situation and audience.
5.A. Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
5.B. Analyze and evaluate information from various sources.
5.C. Apply acquired information, concepts and ideas, in a variety of formats.
Mathematics Skills
7.A. Measure and compare quantities using appropriate units, instruments and methods.
10.A. Organize, describe and make predictions from existing data.
10.B .Formulate questions, design data collection method, gather and analyze data, and communicate findings.
Fine Arts Skills
26.B. Apply skills and knowledge necessary to create and perform in one or more of the arts.
Learning Activities:
We conducted patriotic activities during our switcheroo times. Flags were made; paragraphs were written about "What freedom means to me," "Why we love to live in America," acrostic poems, and about heroes; students made red, white and blue patriotic headbands and bracelets; made chalk drawings of American icons; made Uncle Sams and Lady Libertys; graphed relatives in the Armed Forces (large bar graph and Tom Snyder's Graph Club), shared artifacts and stories of relatives; Sgt. Waller visited from the National Guard. Students used Kidspiration about what freedom means to me, and AppleWorks for writings about how children can spread peace and unity. For United Nations Day, we made dolls representing the various cultures of students' backgrounds. We made doves of peace. A unity wreath was made up of children's hands. Students learned out to use the digital camera and scanners, inserting the photos into writing documents. These photos were made into classroom books that were then circulated among the students' families. Family members wrote comments while the book was home.
Student Assessment:
We measured students' knowledge of the subject by their oral presentations and writings. On going throughout the unit, we used observation, notes, and digital pictures to evaluate knowledge, as well as their cooperation. Students used rubrics to evaluate activities. The four-square writing method was used to review activities. Questions were also answered orally during the presentations.
Resources:
Library books, teacher idea books, relatives of students, Graph Club, access to the internet, Sgt. Todd Waller, maps, computers, printers, scanners, digital cameras, Kid Pix, Kidspiration and AppleWorks. We used various art materials including, constructions paper, markers, yarn, cardboard, chalk, crayons, paper plates.
Management:
Students worked in groups or individually, within our classrooms, as well as integrating two other first and second grade classrooms, depending upon the activity. When more room was needed, desks were easily moved. For the presentations, students shared artifacts, flags, and information in small and large group situations. Outside of personal artifacts and Sgt. Waller's presentations, we supplied all needed materials in the classroom. Working in small groups, along with mom helpers, teacher aides, and classroom buddies allowed students with special needs to participate in all activities.
Unit Evaluation:
Overall, we think our unit was quite successful. Enthusiasm was high, and the students were energized by their learning. They enjoyed being the interviewer, producer, and teacher. Being a multidisciplinary unit, all of students' assets could be utilized. Students were allowed to challenge themselves as much as they wanted. Students seemed to learn a lot from our debriefing sessions. We feel students came away with a stronger sense of pride in their country. Many feel they have a better knowledge of their ancestors. Parents even enjoyed the opportunity to share their personal history with their children. Students and parents are anxiously awaiting an iMovie CD. This CD will contain clips of our various activities. Parents have already commented how appropriate and necessary this type of unit was in light of unfortunate recent events. The students' interest has also been high in staying in contact with Sgt. Waller. We periodically send notes to him, and we have received emails from him. We are hoping to have him visit us at least one more time this year.
Finding appropriate reading material at this age level is difficult. Locating important information to share was also challenging, particularly when it came to finding information about past relatives in the Armed Forces. I would also like to have students have more practice with using a rubric before we engaged in this project.
Next time we use this unit, it would be nice to study some of the American symbols in more depth. We would try to locate members of the Armed Forces sooner. We did have difficulty locating someone available in the area. We would also like use videotaping to create an iMovie of our experiences. While we were able to include four classes in our project, it would be exciting to include our entire team or even our entire building.