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HistoryGrade Level: First Grade

Introduction:

This first grade unit in History focuses on living and working together in families and schools. Students will be using historical thinking in order to understand the past. With an understand that each student has a different understand and background of this topic, the unit will begin with a diagnostic assessment to help the students and the teacher determine where the class is on the concept of history and the past. This will be the building block from which the unit will progress. As the unit progresses students will be challenged to fulfill their highest potential while working towards mastering the learning targets.

This unit on the past is an important concept and idea for first graders to fully understand because it will be the basis for all future encounters with history. The main focus in this unit is on the comparison of the past and the present in regards to family and school. Students will investigate their family history, use historical artifacts about family and school, comparing life today with the past, retell important facts from a story, and identify United States national holidays. As students progress throughout the unit, an assortment of resources and teaching strategies will be integrated to engage and assist learning. Students will complete a foldable, worksheets, group activities, and projects in order to help them learn and understand the material. Instruction will include various strategies that will target students of different learning styles. Each lesson will also work to incorporate other disciplines in order to promote a well-rounded education and build their basic skills. Numerous formative assessments will take place to ensure that each student is progressing at the same rate. In each lesson students will begin at the lower level Bloom’s Taxonomy and work their way to higher level Bloom’s Taxonomy. This will transform the student’s from knowing about the past in relation to schools and families to mastering it. By the end of this unit students should be able to say their I Can statements with confidence.

GLCEs: 1-H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using

family or school events. 1-H2.0.2 Use a calendar to distinguish among days, weeks, and months. 1-H2.0.3 Investigate a family history for at least two generations, indentifying various members and

their connections in order to tell a narrative about family life. 1-H2.0.4 Retell in sequence important ideas and details from stories about families or schools. 1-H2.0.5 Use historical records and artifacts (e.g. photos, diaries, oral histories, and videos) to draw

possible conclusions about family or school life in the past. 1-H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or

communication. 1-H2.0.7 Identify the events or people celebrated during United States national holidays and why we

celebrate them (e.g. Independence Day, Constitution Day, Martin Luther King Jr. Day; Presidents’ Day).

GLCE – code and exact wording.

Verbs Know – What will students know upon learning this?

Understand – What will students understand?

Do – What will students do to show they understand?

Vocabulary I Can

1-H2.0.3 Investigate a family history for at least two generations, indentifying various members and their connections in order to tell a narrative about family life.

InvestigateIdentifyTell

Students will know that a family tree shows the members in a family and how they are related. They will also know that a narrative tells true facts about events or people in a persons’ life. They will know how to tell a narrative about their family tree.

Students will understand that two generations consists of their parents and their grandparents, and that members in a family (and all) are related.

With the help of a parent, students will create a family tree for two generations. They will also attach pictures of each family member (if possible) and decorate the tree. Students will then practice telling a narrative about their family by presenting their family tree to the class.

GenerationsNarrative Genologist

I can tell someone about my family and how we are related.

3 Day Lesson PlanDay 1: Instruction

Day 2: Create Family TreeDay 3: Family Tree Narrative Presentation

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social

constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will

they need?(Page #s read,

graphic organizers, books, posters, realia, etc…)

1. Review and Repeat “I Can’s” as a class so students know where they are headed

a. I can tell someone about my family and how we are related.

2. Read book – Me and My Family Tree by Joan Sweeney

3. Discuss book by doing Think, Pair, Sharea. Students will think about what they

learned from this book then pair up with someone and share their thoughts

b. Group discussion will follow bringing together the important ideas about family history

4. What is a family?a. Use Graphic Organizer to explain

(MC3)5. Classroom Poll “Who is in your family?”

a. How many brothers, sisters, moms, dads, grandparents does each child have.

6. Show Family History Made Simple: http://www.youtube.com/watch?v=c_cfGoOaXR8

7. Ask: What does family history mean?a. Narrative and research about past

events relating to a specific family.b. A person who studies family

histories is called a genealogist. 8. Ask: Why do you think it would be

important to learn about your family history?

9. Explain the importance of family history (make a list and put board)

a. Learn of someone in your family you never knew of before

b. Find out important events or things people in your family did.

i. Like fought in a war, member of an important group, met someone famous, etc.

c. Find out the types of jobs people in your family had.

d. Find out first and last names of other family members

e. Find out where your ancestors came from (country, flag)

f. Find out the ethnicity of others in

Think, Pair, Share

Family History Graphic Organizer used as a class

Classroom Poll taken as a class during group instruction.

Family History Video

Family Tree song Formative

Assessment in the format of a selected response.

Create Family Trees

Line-up Summative

Assessment in the form of family tree narrative presentation.

Me and My Family Tree

Family history graphic organizer

Narrative Rubric

Brown construction paper

Green construction paper

White paper

Tree Stencil

Leaf Stencil

Scissors Glue Pencils Crayons

http://www.youtube.com/watch?v=c_cfGoOaXR8

http://www.youtube.com/watch?v=c_cfGoOaXR8

your family and your own ethnicityg. Allows you to understand who you

areh. Helps you become closer with

others in your familyi. Learn something about your family

you never knew10. Play and learn Family Tree by John

Forster and Tom Chapin (attached)11. How can we (and how did you see in

the movie) represent our family history?a. Family Tree

12. What is a family tree?a. A family tree is a way to document

the people in one's family. It is a diagram that shows the relationship between family members and can sometimes show generations of people.

b. a family tree shows the members in a family and how they are related.

c. What is a generation?i. All the people living at the

same time at approximately the same age.

ii. Example: You and your brothers and sisters are a generation. Your parents are a different generation they are all about the same age.

d. Who knows what would two generations be?

i. Your parents and your grandparents or you and your parents.

e. Show generations by pointing out on a family tree

13. Formative Assessmenta. Selected Response (attached)

14. Create Family Treesa. I want your all to be a genealogist

and research your family history. b. Let’s make a list on the board of

the people that will be included in the family tree (display an example of family tree)

c. Have first-graders cut out trees from brown construction paper and glue onto white paper.

d. On branches write names of the people in their families along with who they are, such as "Kim is my sister. Debbie is my mom."

e. Cut out leaves and glue them onto tree branches when finished labeling branches with family members

15. What is a narrative?a. A narrative tells true facts about

events or people in a persons’ life.b. A narrative describes a sequence

of fiction (real) or non-fiction (not real) events.

c. A narrative is not a list of events but rather told in the form of a story.

d. Examples: Speech, song, writing, video games

e. What type of narrative will we be doing?

i. A speech – expression of thoughts and feelings.

f. Structure of a narrative.i. Show your family tree to the

class.ii. Tell how many generations

are on your family treeiii. Explain who is in each

generationiv. Tell the class how each

person is related to you.v. Say one thing you learned

about doing this project.vi. **Remember to not simply

list anything but explain it like you were telling a story about your family tree.

g. Practice i. Line-upii. Students will have 5 minutes

to think about what they did today.

iii. In two lines, students in line A will tell their partner across from them a narrative of what they did today then students in line B will tell their partner. When both students have told their narrative, line B will move

one person down and repeat the process.

h. You will be doing a narrative using your family tree in front of your class

i. Does anyone have any questions on how to do a narrative?

16. Review rubric of how they will be graded on their family history narrative

a. I am going to give you a rubric that states everything you need to include in your narrative. This will help you remember what to talk about.

17. Have students present family history narratives to the class

a. This will be graded as a summative assessment

18. All artwork will be displayed on the bulletin board outside the classroom.

Resources:

Lesson Plans About Families for First Grade | eHow.com http://www.ehow.com/way_5510341_lesson-plans-families-first-grade.html#ixzz1JLTAUxcR

http://members.scope.oakland.k12.mi.us/unit.aspx?unit=277 http://www.songsforteaching.com/tomchapin/familytree.htm

http://blackdog4kids.com/holiday/summer/images/leaves.gif

http://blackdog4kids.com/holiday/summer/images/leaves.gif

http://www.songsforteaching.com/tomchapin/familytree.htm

http://members.scope.oakland.k12.mi.us/unit.aspx?unit=277

http://www.ehow.com/way_5510341_lesson-plans-families-first-grade.html#ixzz1JLTAUxcR



Family Treeby: John Forster and Tom Chapin

Before the days of jelloLived a prehistoric fellow,

Who

loved a

maid and

courted her

beneath the banyan tree.And they had lots of children.Their children all had children.They kept on having children

untilOne of them

had me!

We're a family

and we're a tree. Our roots go

deep down in history

From my great great

grand-daddy reaching up to me,

We're a green and growing family tree.

My grandpa came from Russia.My grandma came from Prussia.

They met in Nova Scotia, had my dad in Tennessee.Then they moved to YokahamaWhere Daddy met my mama.

Her dad's from Alabama and her mom's part Cherokee.

One fine day I may go

To Tierra Del Fuego.Perhaps I'll meet my wife there and we'll move to Timbuktu.

Our kid will be bilingual,And though she may stay single,

She could, of course, comingle with theKing of Kahtmandu.

The folks in MadagascarAren't the same as in Alaskar.

They have different moods, different foods andDifferent colored skin.

You may have a different name, But underneath we're much the same;

You're probably my cousin and the whole world is our kin.

We're a family and we're a tree. Our roots go deep down in historyFrom my great great grandmother reaching up to me,

We're a green and growing family tree.

Name:______________________Date: ______________________

Family History

Multiple Choice: Directions: Read through the questions below and circle the correct answer.

There is only one correct answer. Then mark if you are sure or unsure of your answer. If you have any questions, raise your hand and I will come help you. You may begin!1. Why do we learn our family history? Sure______ Unsure_____

A. To find people in my family and where they lived.

B. To learn about what will happen tomorrow.

2. What does a family tree show? Sure______ Unsure_____

A. The type of fruit my family likes.

B. The people in my family.

3. A group of people in a family about the same age is a… Sure______ Unsure_____

A. Family Tree

B. Generation

4. What do families do? Sure______ Unsure_____

A. Love and help each other

B. Make family trees

5. What tells true facts about people and events in Sure______ Unsure_____

a person’s life?

A. Narrative

B. Genealogist

6. Research about events in one family is called a(n)… Sure______ Unsure_____

A. Speech

B. Family History Great Job! Only 5 questions left!!!

Name:______________________Date: ______________________

True or FalseDirections: Read each statement below then circle if the statement is true

(correct) or false (wrong). Raise your hand if you have a question. Good luck

7. All families are the same. True False

8. A family is like a school. True False

9. My parents are the same generation True False

as me.

10. It is important to learn your family True False

history.

11. Learning your family history is important True False

for learning people you did not know.

When you are done quietly turn your paper over and take out your weekly reader

book to silently read until everyone has finished.

Answer Key to Family History Assessment:

Multiple Choice:1. A2. B3. B4. A5. A6. B

True and False:7. False8. True9. False10. True11. True

Family Tree Narrative Rubric

3I know what I am

doing

2I have the right idea

1I need some help

I showed a completed family tree to the class

I showed a half completed family tree to the class

I did not have a family tree to show to the class

I correctly told how many generations are on my

tree

I told how many generations are on my

tree but incorrectly

I forgot to tell how many generations are on my

treeI correctly told who was

in each generationI told who was in each

generation but incorrectly

I did not tell who was in each generation

I told how each person was related to me

I incorrectly told how each person is related to

me

I did not tell how each person is related to me

I said one thing I learned by doing this project

I did not say something I learned by doing this

projectI told the information in the form of a narrative

without listing

I told the information partially as a narrative

and a list

I told the information like a list

**Teacher will give aid to a student if they forget to say something. It is then up to the student to answer the question.**





Vocabulary I Can

1-H2.0.4 Retell in sequence important ideas and details from stories about families or schools.

Retell Students will know that a story happens in a certain sequence. They will also know how to retell a story about family or school using important details in the right sequence.

Students will understand that to retell a story it must be done in order and talk about important events.

Each student will pick a story about something that happened in their family or at school. They will make a picture/storybook that retells, in order, their story. Each page will have a hand-drawn picture and 1-2 sentences describing it. They will then share their story to their table partner.

RetellSequence

I can tell about important ideas from stories about my family and my school.


Instructional strategies/Social constructs: How will they

work?(AND what will

YOU do?)

Resources needed:

What materials

and resources will they

need?(Page #s read,

graphic organizers,

books, posters, realia, etc…)

- Teacher will read The Very Busy Spider by Eric Carle

The Very Busy

The Very Busy

- Have students retell the story. Teacher records the retelling (in order) on chart paper.

- What did we learn by doing this?o Stories happen in a specific sequence.

What does that mean? Following a set of events in the

right order- Class Assessment:

o Tell me if I am telling this story in sequence.

I got dressed then I woke up for school. Then I got on the bus and went to school. Next I went to my bathroom and brushed my teeth. Then I ate breakfast. When I got home from school I did my homework. Then I went to bed. Next I ate dinner with my family. Then I played a game.

o How should I have told it so that it was in the right order?

I woke up in the morning for school and got dressed. Then I went to my bathroom and brushed my teeth. Then I ate breakfast. Next I got on the bus and went to school. When I got home from school I did my homework. Then I ate dinner with my family. Next I played a game. Then I went to bed.

- One way we can put events in sequence is by making a timeline

- Introduce concept of a time line to students:o Draw an example on the board (based

off of My Storybook Timeline worksheet)

o Show the events of a time period in the order in which they happened

o Help us understand when things happened, what order they happened, and how much

time passed in between events.o Are read from left to right like a

sentence.o Start with the earliest events and

progress to the most recent.o Can show the events of any time

Spider story retell as a class

The Very Busy Spider timeline assessment

Important events in school & family concept map as a class

My story book timeline individually

Create sequential story book.

Sharing storybook in groups of 4

Share storybook to the teacher individually as a summative assessment.

Spider by Eric Carle

Chart paper

Various colored construction paper

Pencil Markers Crayons Scissors

period (i.e. one day, a year, a lifetime, etc.)

- Have students help change the retelling of the story The Very Busy Spider into a timeline format

- How do I retell a story based on a timeline? - When you retell a story it is shorter than the

original version. This is because when you retell a story you focus on the main points and describe them in less detail.

- Brainstorm important events related to school & family by creating a concept map

o Birthdayo New baby in the familyo Family reuniono Weddingo Family vacationo Holidayso School danceo Assemblyo Concerto Sports gameo Parent – teacher conferences

- Create story booko Pick something that happened in

family or at schoolo Make a timeline by filling in worksheeto Review rubric about how the

storybooks will be graded.o Put timeline into a picture/storybook

that retells in order (6 pages) 1 Title Page (includes title of

story and name) 5 story book pages

Hand drawn picture on each page

1-2 sentences telling the story on each page

Show an example pageo Share story based on storybook in

groups of 4 o Retell story to the teacher

individually.

Important Events

Wedding

New Baby is born

Family

School

Family Reunion

Birthday

School Dance

Holiday

Sports Game

Assembly

First day of school

School Concert

Parent – Teacher Conference

Name: _________________________________________Date: __________________________________________

My Storybook TimelineThe important event I am telling a story about is…._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Directions: Fill in the timeline below by writing 1-2 sentences about each event in your story in the right sequence. Event 1 happens first and event 5 happens last. Remember, your story should have 5 main events.

Even

tEv

ent

Even

t EventEvent

13

2

5

4

On a school day I wake up early in the morning.

When I get up I get dressed for school.

Page 1

Storybook RubricAmazing

3Good

2Poor

1

Storybook has a title Storybook does not have a title

Storybook has 5 main events Storybook has 3-4 main events Storybook has 1-2 main events

Story is about a family or school event

Story is about family or school but not an important event

Story is not about a family or school event

Events are in the correct sequence

Most of the events are in the correct sequence

Events are not in the correct sequence

Each event (page) is described by 1-2 sentences.

Not all pages have 1-2 sentences as description

There are no sentences describing the events

Each event has a picture that represents it

Not all pages have a picture representing the event/sentence

There are no pictures representing the event/sentence

Student retells the story correctly Student retells the story but incorrectly

Student simply reads the storybook instead of retelling the

story





Vocabulary I Can

1-H2.0.5 Use historical records and artifacts (e.g. photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.

Use Students will know that historical records are important writings from the past and artifacts are objects made by humans important in the past. They will also know that by using these things they can learn about family and school life in the past. Students will know that family and school life is not the same as it was in the past.

Students will understand that they can use historical records and artifacts to learn about family and school life in the past.

There will be six stations set up around the class. Each station will have a historical record or artifact relating to family and school life in the past. In small groups students will examine, talk about, and share to the class what they think their object is.

Historical recordsArtifactsConclusions

I can use things from history to tell about family and school life in the past.







graphic organizers,






Vocabulary I Can

1-H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.

Compare

Students will know that communication is the way information is passed from one person to another. They will know that life in the past differs from life now in relation to types of jobs and ways of communication.

Students will understand that life in the past is different from life now.

Students will be given pictures of different jobs and ways of communication. They will write if the picture shows something from the past or present. Then they will draw what it would look like in the opposite time period.

Communication

I can tell about jobs and communication today and life in the past.







graphic organizers,


- Book- Discuss book- Introduce Vocabulary- Engage in discussion: Is there a difference between life now and life before your parents were

born?

- KWLMaking a timeline of the jobs from 1900s to presentJobs in the 1900s:

Farming Mining

Making a timeline of the change in communication from the 1900s to presentCommunication in the past:

Compare/Contrast jobs then and nowCompare/Contrast communication then and now





Vocabulary I Can

1-H2.0.7 Identify the events or people celebrated during United States national holidays and why we celebrate them (e.g. Independence Day, Constitution Day, Martin Luther King Jr. Day; Presidents’ Day).

Identify

Students will know that the United States celebrates national holidays. They will know that Independence Day is also known as the Fourth of July and that it celebrates when the United States became an independent country. Constitution day is on September 17th and celebrates -when the U.S. Constitution was signed.

Students will understand some of the important United States national holidays and that each one is important to celebrate for different reasons.

Students will create a pyramid fold mobile about each holiday. Each pyramid will include: a related picture, the celebration date, and an important fact.

CelebrationNationalIndependentConstitutionPresident

I can tell you about some important United States holidays and why we celebrate them.

Martin Luther King Jr. Day is on the third Monday in January and celebrates the birth and life of an important Civil Rights leader. President’s day is on the third Monday in February and celebrates the first President, George Washington and all preceding Presidents.

This is a 4 day lesson with each day focusing on a separate holidayLessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)






graphic organizers,


- Group lists on the board of holidays

- Guess what holidays the pictures represent

- Compare/contrast list to picture concept map on the board

- Think, Pair, Share on book

- Listen to Star

Spangled Banner Song

- Learn Red, White, and Blue

Day 1:- Do celebrate holidays? What holidays do you celebrate? Lets make a concept map of the

holidays we celebrate- Have the students get into groups of 5. Each group will get a section of the board to write the

name of holidays they celebrate (remind them to sound out the words as best as they can but it is okay if it is not spelled right)

- Show picture concept map to the class as a whole and have the students guess what holidays the pictures represent

o Birthdayso Eastero Christmaso Martin Luther King Junior* o Memorial o New Yearso Independence Day*o Valentines Dayo St. Patrick’s Dayo Ground Hog Dayo Constitution Day*o President’s Day*o Earth Dayo Mother’s/Father’s Dayo Halloweeno Thanksgiving

- Compare/contrast the list to the picture concept map- Can you guess what holidays are designated as the United States National Holidays?

o Independence day (Fourth of July)o Constitution day o Martin Luther King Junior Dayo President’s day

- Introduce that this week they will be focusing on the United States National Holidays o Each day we will learn about a different Holiday and on Friday we will be making a final

project about everything you have learned- Read Independence Day by - Discuss the book by doing Think, Pair, Share- Teach Independence Day

o Play the Star Spangled Banner and show realia: an original copy of the song Discuss Importance: In 1814, Francis Scott Key wrote about his view on the war

to celebrate America's recent victory over the British. In 1931 "The Star Spangled Banner" was legally signed to be the national anthem of the United States.

o Play and learn the song Red, White, and Blue Access song at songsforteaching.com

o Watch Independence Day by Schoolhouse Rock

Collaborative Discussion on the movieo What is Independence Day?

Also known at the 4th of July Celebrate it on July 4th

This is the United States Birthday!!! In the years leading up to 1776 (we are in 2011!) Great Britain kept trying to

make the colonists (U.S. citizens in 1776) follow more rules and pay higher taxes. People started getting mad and began making plans to be able to make their own rules. They no longer wanted Great Britain to be able to tell them what to do, so they decided to tell Great Britain that they were becoming an independent country. (To be independent means to take care of yourself, making your own rules and providing for your own needs.)

Congress met in Philadelphia, Pennsylvania and they appointed a committee (a group of people working together to do a specific job) to write a formal document that would tell Great Britain that the Americans had decided to govern themselves. The committee asked Thomas Jefferson to write a draft (first try) of the document, so he worked for days, in absolute secret, until he had written a document that he thought said everything important that the committee had discussed. On June 28, 1776, the committee revised (made some changes) the document and declared their independence on July 2, 1776. They officially adopted it (made it theirs) on July 4, 1776.

That is why we call it "Independence Day." Congress ordered that all members must sign the Declaration of Independence and they all began signing the "official" copy on August 2, 1776. In January of the next year, Congress sent signed copies to all of the states.

The Declaration of Independence is more than just a piece of paper. It is a symbol of our country's independence and commitment to certain ideas. A symbol is something that stands for something else. Most people can look at a certain little "swoosh" and know that it stands for "Nike." Well, the signers of the Declaration of Independence wanted the citizens of the United States to have a document that spelled out what was important to our leaders and citizens. They wanted us to be able to look at the Declaration of Independence and immediately think of the goals we should always be working for, and about the people who have fought so hard to make these ideas possible. The people who signed the Declaration risked being hanged for treason by the leaders in Great Britain. They had to be very brave to sign something that would be considered a crime! So every time we look at the Declaration of Independence, we should think about all of the effort and ideas that went into the document, and about the courage it took for these people to stand up for what they knew was right -- independence!

o Show a copy of the Declaration of Independenceo Reshow Independence Day by Schoolhouse Rock

Discuss what they understand better now that they know what Independence Day is.

o How did it become a night of fireworks? The Chinese were the first people to invent fireworks as a means of celebration Back in time England used to celebrate the birthday of the King and Queen July 4th, 1777, the first official July 4th celebration was held. This day was

celebrated with the firing of guns, cannons, bonfires and fireworks. Philadelphia was the first city to celebrate July 4th in this manner (which was the capitol of

the United States at the time). Other cities soon took up the practice of firing guns and fireworks on July 4th as well. (look at Philadelphia on a map)

When we fired fireworks on the fourth of July it was like celebrating the birthday of the United States

o Does anyone have any questions about the Fourth of July?o Let’s do a short assessment about the 4th of July

Resources: http://www.usa-flag-site.org/song-lyrics/star-spangled-banner.shtml http://www.songsforteaching.com/twoofakind/redwhiteblue.htm http://americanhistory.si.edu/starspangledbanner/images/4100_03_LG.jpg http://holidays.kaboose.com/july4-why.html http://www.youtube.com/watch?v=fg5P6higKAEhttp://www.ehow.com/about_6393338_did-become-4th-july-tradition_.html#ixzz1JnIk9VnGhttp://www.ehow.com/about_6393338_did-become-4th-july-tradition_.html

Day 2:- Entrance Card: What Holiday did we study yesterday? Write one important fact about that

holiday?- Go over questions and misunderstandings from Independence Day Assessment- Read Constitution Day book--

http://www.ehow.com/about_6393338_did-become-4th-july-tradition_.html

http://www.ehow.com/about_6393338_did-become-4th-july-tradition_.html#ixzz1JnIk9VnG

http://holidays.kaboose.com/july4-why.html

http://www.usa-flag-site.org/song-lyrics/star-spangled-banner.shtml

Star Spangled BannerOh, 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 thru the perilous fight,O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet waveO'er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,Where the foe's haughty host in dread silence reposes,What is that which the breeze, o'er the towering steep,

As it fitfully blows, half conceals, half discloses?Now it catches the gleam of the morning's first beam,

In full glory reflected now shines in the stream:'Tis the star-spangled banner! Oh long may it waveO'er the land of the free and the home of the brave!

And where is that band who so vauntingly sworeThat the havoc of war and the battle's confusion,A home and a country should leave us no more!

Their blood has washed out their foul footsteps' pollution.No refuge could save the hireling and slave

From the terror of flight, or the gloom of the grave:And the star-spangled banner in triumph doth waveO'er the land of the free and the home of the brave!

Oh! thus be it ever, when freemen shall standBetween their loved home and the war's desolation!

Blest with victory and peace, may the heav'n rescued landPraise the Power that hath made and preserved us a nation.

Then conquer we must, when our cause it is just,And this be our motto: "In God is our trust."

And the star-spangled banner in triumph shall waveO'er the land of the free and the home of the brave!

Red, White, and Blue(Chorus:)

Red, white, and blueWhat does America mean to you?

Independence DayHow do you feel about the U.S.A.?

I feel happy, 'cause I am freeto be what I want to be

I feel sad, 'cause I can seepeople who aren't as lucky as me

(Chorus)

This country was built by many handsFrom many far and distant lands

A patchwork quilt of many strandsDivided we fall, united we stand

(Chorus)

Many kinds of people have been left outUntil they had to march and shout

It's enough to make you start to doubtwhat this country's all about

(Chorus)

There's lots of other lands aroundwith pretty sights and pretty sounds

and that's what makes the world go 'roundand round and round and round and round

(Chorus)

The Declaration of Independence

Name: _____________________________Date: ______________________________

Independence Day AssessmentMatching

Directions: Match the word or phrase in Column A to the picture in Column B

Column A

1. Declaration of Independence A.

2. Star Spangled Banner B.

3. Fireworks C.

True and FalseDirections: Read each statement then circle if it is true (right) or false (wrong).

1. Independence Day is celebrated on July 4th

True False

2. Independence Day is NOT the United States BirthdayTrue False

3. Independence Day is when the United States became independentTrue False

4. The Declaration of Independence was signed on July 4th True False

5. The National Anthem is Red, White, and BlueTrue False

6. Independence Day celebrates when the United States became free from Great BritainTrue False

Name: _____________________________Date: ______________________________

Writing and ArtDirections: Write and draw a picture of one thing you learned today about the Fourth of July. Remember to write in complete sentences.________________________________________________________________________________

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WritingDirections: Write one question you have or statement of something you don’t understand. Remember to write in complete sentences.________________________________________________________________________________

________________________________________________________________________________

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