The First 20 Days of Social Studies for Second Grade (revised 2015)

Social Studies instruction will be established during the first 20 days of school. All teachers will begin with lessons and activities for students to get to know themselves, their classmates, develop community in their classroom, and develop classroom rules and procedures for efficient and productive classroom learning and management. The first week concentrates on students becoming comfortable, feeling safe, and learning how to interact with their classmates and teacher. The first week begins forming procedures in the classroom, such as how to line up, raise your hand when you want to speak, what voice level to use, and others. The first week also begins to formally create rules for students to follow which are to be posted in the classroom.See social studies Yearly Itinerary and Curriculum Road Maps (CRM) for TEKS and added resources and activities.As you prepare to implement the first 20 Days of Social in Second Grade, please keep in mind that it will be necessary to be flexible with your pacing and time block. Based on each day’s lessons, you may find you need to extend or lessen the time for a lesson as you put systems in place for teaching social studies as you may be able to integrate some of the lessons in other content areas. Use your judgment, based on your students’ needs to adjust instructional time.

Processing is done after each day’s lesson, 5 minutes to debrief on what was taught and learned. Encourage students to talk and write in complete sentences as much as possible.

Social Studies can be integrated into other content areas through read-alouds, shared reading, guided reading and independent reading.Day Teaching Procedure Materials/Resources

Day 1: Setting up social studies interactive Notebooks (30-40 minutes)

See: Social Studies Interactive Notebook

About 15 minutes after students have started cutting and gluing pictures on their notebook covers, you may want to stop and do the #5 brainstorm activity. Students who finish their notebook can then proceed into their social studies pictures on the first page as you are covering notebooks with the packing tape.

Written activities can be done in the social studies notebook. If students complete an activity paper, they may tape or glue the activity into their notebooks. Each chapter in the social studies text can represent a topic page and/or section in the notebook, and the topic written on the Table of Contents page. All activities pertaining to that chapter/topic can then be put into the notebook. The students can draw pictures relating to the topic on this topic/section page.

1. Introduce the Interactive Notebook: this will be where we organize and show our learning in social studies this year.

2. You can provide a variety of magazines for the students to cut out pictures to paste on the cover of their notebooks or use the Texas Magazines. (See under materials.) Order from the warehouse clear packing tape to cover the notebooks to make them more sturdy.3. Students cut and glue pictures to their notebook cover.4. Teacher secures them by covering with packing tape.5. Brainstorm ideas for social studies type pictures students can draw on the 1st page of their notebooks, examples, flags, people, family, friends, community helpers and others.6. Students draw and color social studies pictures on the first page. Leave next two pages for the contents

pagesProcessing:Gather students to talk about what they did today and what they learned. They should have learned that they are going to use a social studies notebook to organize their social studies work, they should have learned about some

Spiral or composition notebooks for each student The Texas Highway Dept. provides free Texas

Magazine type books that have a lot of pictures of Texas if you call and tell them how many you want.They also provide a free Texas travel map for each student in your class. https://www.traveltex.com/travel-guide

Magazines Clear wide packing tape

Women’s History Day is Aug. 26- You will want to print these booklets out to read and discuss.Go to the website: Teachervision.com (Women's Right to Vote Little book)Print and make copies for the students. Read and discuss. Students color the book. You may also want to print out the little book Learn about Susan B. Anthony. Both are free.

Austin Independent School District, Elementary Social Studies Department Page 1 of 18

Día 1: Empezaran a decorar sus libretas interactivas 30-40 minutos

Vocabulario: tabla de contenido, familia, gente, comunidad, ciudadanos, bandera, cultura, ayudantes de la comunidad y amigos, libreta, cuadernos, fotos, cultura, representar

icons (pictures) that represent social studies.

Los alumnos empezaran a decorar sus libretas o cuadernos interactivas/os con fotos que cortan de las revistas.

La maestra empezará a hacer una lluvia de ideas sobre ejemplos de dibujos que los alumnos pueden empezar dibujando en la primera página de su libreta interactiva.

-bandera favorita – gente de su familia- amigos- la comunidad donde vives - deporte favorito- animal favorito- color favorito- libro favorito-

Herramientas/ recursos -Libretas o cuadernos interactivas/os-periódico-cinta adhesiva-revistas-Libros o revistas con información de Tejas.-pegamento

Austin Independent School District, Elementary Social Studies Department Page 2 of 18

Day Teaching Procedure Materials/ResourcesDay 2: Interactive Notebook continued and Women’s Right to Vote Day Aug. 26 (30-40 minutes)

This link shows an example of how one teacher sets up her ISNs with her students and shows suggested student response pages.

Print these booklets (see Materials/ Resources Day 1) out prior to lesson. Integration:You may want to integrate the Women’s Right to Vote Little Book and Learn about Susan B. Anthony into your shared reading block.

Día 2: cuaderno interactiva y los derechos al voto de las mujeres 30-40 minutos

Actividad 1:Los estudiantes continuarán decorando sus libretas y empezaran con un actividad independiente

Actividad 2: La maestra empezará la lección sobre: el derecho al voto de las mujeres.

Vocabulario: sufragio, derechos, votar, balotar, sufragista

1. Students number their notebook pages front and back starting with the first page.2. Leave 2 pages for a table of contents, on page 5 of their notebooks, students draw a picture of themselves and write some facts about themselves, what they like to do, read, eat, play, their favorite sport, where they like to visit, any places outside of Austin or Texas they have visited or lived, and anything else you or they want to add. 3. Partner set up: look under Materials for directions.

Suggested Dual Language Activity 1 Discuss with students what suffrage means, connect to the word suffragette and who they were and what they were fighting for. You may also want to print out the little book Learn about Susan B. Anthony to read and discuss.Give each student a booklet, read and discuss together. Students can color their book.

Suggested Dual Language Activity 2 In their notebooks, they can reflect and write something they learned and their thoughts on women’s voting rights.

Processing:Gather students to talk about what they did today and what they learned. Each student can share some of the facts about themselves with the class. If they have visited or lived outside of Texas or some other place in Texas than Austin, you can show the places on a map.

Actividad 1: En la página 5 de sus libretas/cuadernos los alumnos harán un dibujo de sí mismos. -pueden escribir algunos datos sobre sí mismos, lo que les gusta ver, leer, comer, jugar, su deporte favorito , que lugar les gustaría visitar , cualquier lugar fuera de Austin o Texas que han visitado o vivido, y cualquier otra cosa que usted o ellos deseen agregar .

-Mi color favorito es…-Mi deporte favorito es…

-Me gusta jugar con…-Mi comida favorita es…-Me gustaría visitar a…

Actividad 2: Como un grupo discutiremos sobre el derecho al voto de las mujeres. La maestra leyera un libro sobre los derechos a lo largo de historia. Los alumnos pueden reflejar

Social studies notebooks Crayons, colored pencils Map

Go to the website: Teachervision.com (Women's Right to Vote Little book)Print and make copies for the students. Read and discuss. Students color the book. You may also want to print out the little book Learn about Susan B. Anthony. Both booklets are free.

Partner set up:You can have students list the days of the week in their social studies notebook , then have them mix around the room and choose a student to meet with on a particular day, example, if Maria chooses Mary to meet with on Monday, then Mary must put Maria as her Monday partner. Let students find partners for the seven days. Now when you want students to work in pairs, you can tell them to meet with their Monday partner or another day’s partner. You can choose to have them meet with a particular day’s partner for the whole day or just an activity. You can have them change partners every 9 weeks so that they work with most or all students in the class.

Herramientas:Estudios Sociales cuadernosCrayones, lápices de coloresMapaLibro de derechos

Austin Independent School District, Elementary Social Studies Department Page 3 of 18

en sus libretas sobre que aprendieron al final de la lección.

¿Qué aprendiste sobre el derecho al voto de las mujeres? Escribe 3 hechos usando oraciones completes sobre lo que aprendiste.

*Dual Language- Since there is not a Spanish version of the woman’s rights book, print the book and the following translations cut and paste the Spanish translations over the English portion of the books and make Student copies.

Women's Right to VoteWomen’s Right to VoteLos derechos al voto de las mujeresFor many years, women did not have as many rights as male citizens of the United States. Durante muchos años, las mujeres no tuvieron los mismos derechos como ciudadanos varones de los Estados Unidos. 1©Teacher Created Resources, Inc. #3258 U.S. History Little Books: Famous EventsWomen’s Right to Vote

Suffrage is the right of women to vote and hold political office. El sufragio es el derecho de las mujeres a votar y a ocupar cargos políticos. 2©Teacher Created Resources, Inc. #3258 U.S. History Little Books: Famous EventsWomen’s Right to Vote

Women's Right to VoteInitially, women's suffrage groups formed from temperance and abolitionist groups.Inicialmente, los grupos de sufragio de las mujeres forman a partir de la templanza y los grupos abolicionistas .3©Teacher Created Resources, Inc. #3258 U.S. History Little Books: Famous EventsWomen’s Right to VoteLeaders of the women’s suffrage movement were Lucy Stone,Susan B. Anthony, Elizabeth Cady Stanton, and Lucretia Mott.Los líderes del movimiento del sufragio de las mujeres eran Lucy Stone, Susan B. Anthony , Elizabeth Cady Stanton y Lucretia Mott .4Women’sSuffrageEl sufragio femenino#3258 U.S. History Little Books: Famous Events ©Teacher Created Resources, Inc.

The Seneca Falls Convention held in 1848 was the first large gathering of the National Woman Suffrage Association.La Convención de Seneca Falls, celebrada en 1848 fue la primera gran reunión de la Asociación Nacional de Sufragio de la Mujer.5

Carrie Burnham and Susan B. Anthony argued in court that women should have the right to vote.Carrie Burnham y Susan B. Anthony argumentaron ante el tribunal que las mujeres deben tener el derecho a votar. 6©Teacher Created Resources, Inc. #3258 U.S. History Little Books: Famous Events

We demand fair treatment.Organize!Exigimos un trato justo. ¡Organizar!These women picketed, gave great speeches, and wrote in feminists’ journals about their cause.Estas mujeres protestaron, dieron grandes discursos, y escribieron en revistas feministas acerca de su causa. 7

Finally, in 1920, Congress passed the 19th Amendment that gave women the right to vote.Women's Right to VotePor último, en 1920, el Congreso aprobó la Enmienda 19 que dio a las mujeres el derecho a votar. 8

Ballot BoxUrna ElectoralAustin Independent School District, Elementary Social Studies Department Page 4 of 18

Day Teaching Procedure MaterialsDay 3: Citizenship and Classroom Rules (40 minutes)

Notebooks are a great way for students to write and reflect as they are learning. They can be used in a variety of ways: to reflect at the end of a lesson; to answer a question or “wondering” prior to beginning a lesson (activate prior knowledge) and/or as an assessment tool used at the end of an entire unit: “Write everything you can about rules.”

Día 3: Ciudadanía y reglas del salón 40 minutos

¿Que son reglas?-escriben todo que saben sobre reglas

Vocabulario: ciudadano, reglas, comunidad, ciudadanía , mundo, escuela y inmigrar/emigrar

Preview: Notebook Response/Discussion: Students answer these questions in discussion: What are rules? Why do we need rules? What would our homes, school, community be like without rules?Class Discussion: Share responses, record on chart paper.1. Suggested Dual Language Activity 1 Read Ms.

Nelson is Missing or view a video from Discovery Streaming listed under Materials. Find

stopping points to have the students Think-Pair-Share about rules and classroom community.

2. Suggested Dual Language Activity 2 Students write something they learned about rules or you may want them to answer one or two of the questions listed under Notebook response.

Processing:Gather students together. Discuss what they learned about rules, revisiting the questions listed above. Share notebook writing on book/video with class.

¿Por qué piensas que necesitamos reglas en la comunidad, casa, escuela, o en el salón?¿Qué piensas que pasaría si no tuvimos reglas en el mundo, escuela, casa o comunidad?-La maestra leyera el cuento: ¡La Señora Nelson ha desaparecido! -discutiremos con el grupo que aprendimos sobre las reglas.

Miss Nelson Is Missing by Harry Allard

Your school has an account, ask your team leader or librarian for help to set up an account. Download film to your desktop and use a projector to show the film. Ask your school librarian for the book listed to read or choose another that talks about school rules.

http://streaming.discoveryeducation.comDiscovery Ed Streaming:

- Citizenship in the Community (17 min.)- TLC Elementary School: Understanding Good

Citizenship (24.15 min.)

Libros:¡La Señora Nelson ha desaparecido!Nadarín por Leo LionniSer buenos ciudadanos por Mary SmallSer justos por Mary SmallSer confiables por Mary SmallVamos a compartir por Dana Meachen Rau

Background information for the teacher:

http://www.uscis.gov/eshttp://www.uscis.gov/es/ciudadania

Days 4: Citizenship and Classroom Rules (40 minutes)In #2 you will want to bring in the skill of cause and effect for good and poor citizenship. You can also have students do a character analysis activity on the characteristics of a good citizen.

Example: Cause: A person throws trash on the ground, playground, park, street, neighborhood, etc, Effect: The neighborhood, park street, playground fills up with litter and we could be hurt from dangerous material lying around. There is no room to play. There

Social Studies Skill Builder:1. View BrainPOPJr.com video on Rights and

Responsibilities Use stopping points suggested during the video when you see the pause symbol flash red to stop and discuss the information from the video.

2. After the video, discuss some of the responsibilities demonstrated in the video (doing chores at home, cleaning up trash, following safety laws, etc.) and what positive effects they have on the community.

3. Read and discuss the Social Studies Weekly: Rights and Responsibilities issue.

Chart tablet student ISNs BrainPOPjr.com video: Rights and Responsibilities Texas Social Studies Weekly: Rights and

Responsibilities (1st Quarter, Week 3)

Books/Discovery Streaming videos from Day 3 A selection of additional video resources for this

lesson may be found at Discovery Education Streaming

http://streaming.discoveryeducation.com

Austin Independent School District, Elementary Social Studies Department Page 5 of 18

could be more bugs, rats. We might not feel safe. The area would not be pretty or clean.

Cause: People put their trash in the trash container. Effect: Our playground, park, street, neighborhood stays clean. We like to play there, as we have room to play. It is pretty.

Día 4: Ciudadanía y reglas del salón

Vocabulario: buenos ciudadanos, malos ciudadanos, buena ciudadanía, mala ciudadanía, características, vecinos, barrio, la ley

Ejemplos:

Causa: Una persona tira basura en el piso, el parque, la calle, un parque de recreo o en su barrio.

Efecto: ¿Qué piensan que pasaria a la tierra?- El barrio, la calle del parque o parque se pueden llenar de basura y podría resultar perjudicados a partir de material peligroso por ahí.-No hubiera espacio para jugar-Podría haber más insectos, animales o ratas. -No van a sientirse seguros-La zona no sería bonito o limpio.

Processing:Students create a Responsibility Flipbook (template from Week 3 in Soc. Stud. Weekly Teacher Resource book) to write about a responsibility they have at home, at school and in the community. If time, they may add an illustration to each on the underside of the flaps.

Procedimientos: Discutiremos en grupo las diferentes características de un buen/mal ciudadano.

¿Cuáles son algunas características de ser un buen ciudadano? Un mal ciudadano?¿Qué es la ley? ¿Por qué lo necesitamos?¿Quién hace las leyes?

¿Cuáles son algunas reglas que tienen en la casa?¿Cuáles son las tareas domesticas que hacen en su casa?Y si no lo haces ¿Qué pasaría? ¿Qué es el efecto? O ¿Cuales son las consecuencias?

Video Segments for this unit include- Community Rules and Laws (15 min.) Going to School Is Your Job (13 min.) Getting to School Safely Is Your Job (14 min.) Minding Your Manners at School (12 min.) TLC Elementary School: Understanding Government (25 min.) (about rules) TLC Elementary School: Good Citizenship (25 min.)

Herramientas y recursos:

Libros:¡La Señora Nelson ha desaparecido!Nadarín por Leo LionniSer buenos ciudadanos por Mary SmallSer justos por Mary SmallSer confiables por Mary SmallVamos a compartir por Dana Meachen Rau

https://www.youtube.com/watch?v=2y7fH7rWuhA(digital citizenship)

Day Teaching Procedure Materials/ResourcesDay 5: Citizenship and Classroom Rules (40 minutes)

The rules you create as a class should be broad enough to apply to various situations (follow directions with a positive attitude) rather than be narrow and specific (don’t throw pencils). You can then discuss what each rule would look like/sound like in different common school scenarios (transition, playground, hallway, etc.)

Social Studies Skill Builder:Optional: May use Discovery Streaming video to engage/review students.1. Teacher begins class discussion on classroom rules. Discuss what does citizenship means within our

classroom community.2. Discuss what general rules are necessary for having a

safe classroom where we can learn and also have fun. 3. Class creates 4-5 rules (with teacher guidance).4. Students work in small groups to write and draw a

Optional text: Manners Mash Up: A Goofy Guide to Good Behavior by Tedd Arnold, et al (compilation of illustrations of different places with notes about the appropriate manners in that place such as on the bus, in the cafeteria, on the playground, etc.)

Books/Discovery Streaming videos from Day 3 A selection of video resources for this lesson may be

Austin Independent School District, Elementary Social Studies Department Page 6 of 18

If your campus has established common school rules, begin with those and discuss how they look/sound in different situations.

Día 5: Ciudadanía y reglas del salónDiscutirán en grupo algunas reglas que pueden usar en el

salón en diferentes maneras o situaciones.

Pueden discutir cómo debe ver, como debe sonar

picture to create a Rule Poster to display in the classroom all year. Assign one rule to each group.

5. Review rules and procedures every day, role-playing correct and incorrect ways to follow the rules.

Processing:Gather students to share and reflect on the rules selected.

Procedimientos:

Discutirán en grupo algunas reglas generales que pueden usar en el salón en diferentes maneras o situaciones para tener un salón seguro y divertido.

-¿Cómo quieres que los alumnos/ sus compañeros te tratan?

-¿Cómo quieres que la maestra te trata?

-¿Cuáles son algunas reglas que quieren implementar en el salón?

-¿Cuáles son algunas reglas que tuviste en el pasado que servían?

found at Discovery Education Streaming http://streaming.discoveryeducation.com

Video Segments for this unit include- Community Rules and Laws (15 min.) Going to School Is Your Job (13 min.) Getting to School Safely Is Your Job (14 min.) Minding Your Manners at School (12 min.) TLC Elementary School: Understanding Government (25 min.) (about rules) TLC Elementary School: Good Citizenship (25 min.)

Herramientas/ recursos:

Libros:¡La Señora Nelson ha desaparecido!Nadarín por Leo LionniSer buenos ciudadanos por Mary SmallSer justos por Mary SmallSer confiables por Mary SmallVamos a compartir por Dana Meachen Rau

Day 6: Communities: Where We Live (40 minutes)

Review Rules every day.

Día 6: Comunidad: Donde VivimosRevisa las reglas cada día

1. Ask the students: Where do you live? Have them write their responses on a sticky note and have them share it with the class and post it on the board or a chart. Accept all reasonable responses.

2. Work with the students to figure out a way to organize the sticky notes in a way that makes sense— for example, group sticky notes with Austin under the heading City, group those with house or apartment under Residence, etc.

3. Explain that this week we will be learning about different types of communities and people’s roles within those communities.

4. Distribute Nystrom Nystronaut Atlas to students to read and discuss pp. 4-5 as a class (follow script in Atlas Student Activities, if preferred). Be sure to also show where we are on the globe.

5. Introduce the SSW issue for Week 2. Analyze the text features on the cover and label Texas on the US map. Add North America to the sticky note chart if it was not already there under the label Continent.

6. Analyze the text features and maps on pp.2-3 of the

sticky notes Nystrom Nystronaut Atlas Nystrom Nystronaut Atlas Student Activities manual Texas Studies Weekly: Where is the United States?

(1st Quarter, Week 2) Texas Studies Weekly Teacher Resource 1st Quarter

Herramientas / recursos : Post itVas a utilizar los recursos de Nystrom y Texas Studies Weekly en español

Austin Independent School District, Elementary Social Studies Department Page 7 of 18

issue with the class. 7. If time, complete pp. 17-18 of Teacher Resource book

to label the map of North America.

1. ¿Dónde vives?2. ¿Cómo podemos organizar/clasificar los

diferentes lugares donde viven?3. Hoy vamos hablar sobre las diferentes tipos de

comunidades donde vivimos.

Day Teaching Procedure Materials/ResourcesDay 7: Community Characteristics (45 minutes)

Review Rules every day.

You will be starting Hispanic Heritage month on Day 12. Write a letter to parents and ask them to tell their child about a tradition that started in the past, they do now, and are passing it to their children as part of their heritage. Your students will report out on Days 12 - 14.

Día 7: características de la comunidad 45 minutosRevisa las reglas cada día

Vocabulario: urbano, suburbano, rural, características, detalles, zona, edificio, granja, casas, apartamentos, tren, carros, animales, cosecha, aviones, desplazar,

1. Distribute Nystrom Nystronaut Atlas to students to read and discuss pp. 6-7 as a class (see Lesson 2, p.27-33 in Teacher’s Guide)

2. Introduce Activity Sheet 5 from guide. Have students work in partners to complete the chart together.

3. View the BrainPOPjr.com video: Rural, Suburban, and Urban

4. Discuss the vocabulary urban, suburban, rural. Create an anchor chart as a class with a web for each of the 3 types of communities with the characteristics of each detailed in the web using the information they learned today.

5. With a partner, students describe how people living in a rural community might meet their needs and wants differently from people in an urban community.

¿Cuáles son algunas cosas que usted vería en una zona urbana/ rural/ suburbano?

¿Cómo piensas que las personas en estas zonas se desplazaban de un lugar al otro?

¿Cuáles son algunas características de esta zona?

¿Cómo piensas que las personas que viven en una comunidad ________________ satisfacen sus necesidades?

Social studies notebooks Nystrom Nystronaut Atlas Nystrom Nystronaut Atlas Student Activities manual Communities Here and There Teacher’s Guide Chart paper Access to BrainPOPjr video

Herramientas / recursos : Libreta de estudios socials

Vas a utilizar los recursos de Nystrom en español

Day 8: How Communities Change (45 minutes)

1. Ask students, “What words describe time?” List student responses in a web on the board or a chart.

2. Introduce the History and Time issue, use Teacher Texas Studies Weekly: History and Time (1st Quarter,

Week 5), Technology Time (1st Quarter, Week 6)

Austin Independent School District, Elementary Social Studies Department Page 8 of 18

Review Rules every day.

Time changes everything andcommunities change over time.

Día 8: Como cambia la comunidad(45 minutos)

Revisa las reglas cada día

El tiempo lo cambia todo y las comunidades cambian con el tiempo

Vocabulario: fuente primaria, pasado, presente y futuro

Resource first quarter book, p. 33 to guide discussion3. Complete the activities of the inner pages of the

student issue together as a group, including the timeline activity.

4. Introduce the Technology issue. Use the photos in the issue to make some generalizations about life the past. Record student responses on a chart for the class with the title: Life in the Past

5. Review the meanings of the words: primary source, past, present, future

Procedimientos :

¿Cuales son algunas palabras que te ayudara a explicar que es el tiempo?

¿Cómo piensas que vivían en el pasado?

¿Tenían electricidad? Internet? Carros? Agua limpia?

Una tienda para comprar comida?

Texas Studies Weekly Teacher Resource 1st Quarter chart paper Optional Read Aloud: On this Spot: An Expedition

Back Through Time by Susan E. Goodman

Herramientas/ recursosVas a utilizar los recursos de Texas Studies Weekly en español

Retratos/fotos del pasado y presente

Sitio:

http://gizmodo.com/these-time-warp-photos-show-six-cities-in-the-past-and-1555656800

Day 9: Community Roles(30 minutes)

Review Rules every day.

Día 9: funciones de la comunidad

Revisa las reglas cada día

Vocabulario: comunidad, ayudar, limpiar, recoger

1. Ask students, “What are the ways in which you help your community?” Record student answers on a chart.

2. Students complete Activity Sheet E from the Nystrom Nystronaut Atlas Student Activities manual. If you feel your students need more support prior to this activity, you can read pp. 10-11 from the Nystronaut Atlas.

3. View and discuss BrainPOPjr.com video: Community Helpers

4. Read and discuss pp. 12-13 in the Nystronaut Atlas.5. Have students role-play different helpers using the

WOW activity: So Many Jobs in Our Community

Procedimientos :

¿Cuáles son algunas maneras en que usted ayuda a la comunidad?

Nystrom Nystronaut Atlas Nystrom Nystronaut Atlas Student Activities manual WOW Activity: So Many Jobs in Our Community

engages students in movement and role playing to answer questions about community jobs.

Herramientas / recursos :

vas a utilizar los recursos de Nystrom en español

Austin Independent School District, Elementary Social Studies Department Page 9 of 18

basura, reciclar, respetar la naturaleza, trabajos¿Qué son algunas cosas que puedes hacer en su barrio/comunidad para ayudar?

¿Qué tipos de trabajos ayudan a la comunidad?Day Teaching Procedure Materials/Resources

Day 10: Labor Day (35 minutes)First Monday in September.

Inform students about the holiday.

Option for integration: Integrate with Language Arts and do a character analysis of a good citizen from literature

Día 10: Día del trabajo/ día del trabajador

Vocabulario: celebrar, nacional, trabajadores, crear

1. Review previous lesson on community helpers. Explain that some of the community helpers we discussed were working a job that serves the community. Discuss what other jobs people do in the community that are not public service jobs (bankers, farmers, sales clerks, etc.)

2. Introduce the holiday Labor Day3. View and discuss the information at census.gov about

Labor Day 2014 (hard copy in zip file) to explain to the students about the history of the holiday and what types of jobs are represented the most in the U.S. work force today compared to those in 1910.

4. Have students create a Labor Day thank you card to give to a worker in honor of the holiday.

Additional Lesson Option: Show Discovery Education Streaming videos on professions. Discuss and have students draw a picture of and write about what they would like to be when they grow up.

Procedimientos :

1.Revisar la lección sobre ayudantes de la comunidad

-Hoy discutiremos El día del Trabajo

¿Qué tipos de trabajos ayudan a la comunidad?¿Cómo ayudan a la comunidad?¿Qué sucedería si no teníamos este trabajo?

Access to Census.gov Labor Day 2014 site or hard copy of statistics page

A selection of video resources for this unit may be found at Discovery Education Streaming.

http://streaming.discoveryeducation.com When I Grow Up, I Want to be a Farmer (15 min.) When I Grow Up, I Want to be a Veterinarian (15

min.) Where We Live, Work, and Play: Businesses (12

min.)Suggested Books:Communities by Lisa TrumbauerA Day in the Life of a Nurse by Connie FluetA Day in the Life of a Librarian by Judy MonroeA Day in the Life of a Construction Worker by Heather

AdamsonA Day in the Life of a Doctor by Heather Adamson A Day in the Life of a Emergency Medical Technician by

Heather AdamsonA Day in the Life of a Zookeeper by Heather Adamson

Herramientas/recursos:

Papel de coloresLápices de colores, marcadores, o crayonesLibros sobre diferentes tipos de trabajos

Day 11: Community Differences? (30 minutes)

1. Introduce Vocabulary and Discuss: culture, heritage, traditions. Explain that culture is how a family, group, and community lives their everyday life and celebrates together during special occasions. We call these celebrations “traditions” and our family/ancestors’

1. Chart Paper or White Board for “culture web” 2. Assignment responses from Day 7. 3. Social Studies Interactive Journal

Austin Independent School District, Elementary Social Studies Department Page 10 of 18

Día 11: diferencias entre la comunidad

Vocabulario:Cultura, tradición, herencia, comida, celebración, lenguaje, costumbres

culture our “heritage.” 2. Create a class “culture web” with the vocabulary

words and other student contributed vocabulary. Branch your web out with examples as time allows. Ex:

2. Have students copy the culture web into their journals. Then have students respond to the following prompt: (Students may use assignment from Day 7 to inform their responses.)

PROMPT: Tell about your heritage. How does your family celebrate their culture?

Students write 2-3 sentences in their Social Studies journals using the newly acquired vocabulary.

Cultura- es como una familia, grupo o la comunidad vive su vida cotidiana y como celebran juntos durante ocasiones especiales.

-Dime sobre su herencia. ¿Cómo celebra la cultura su familia?

Mi familia celebra nuestra cultura …

Herramientas/Recursos:

Libreta interactivePapel blanco

Respuestas de día 7 (En las libretas)

Austin Independent School District, Elementary Social Studies Department Page 11 of 18

Culture

Foods Celebrations

Language Customs

Lenguaje

Cultura

Costumbres

Comida Celebración

Day Teaching Procedure Materials/Resources

Day 12: Hispanic Heritage (30 minutes)

Dia 12: Herencia hispano Americano (30 minutos)

Vocabulario: herencia, tradición, cultura, pasado, antepasados, originar, costumbres

Preview:1. Review Vocabulary: culture, tradition, heritage. Your

heritage is usually determined from the country you or your parents or your ancestors originated. Different heritages or cultures may come from different countries, have different languages, beliefs, food, clothing, music, jokes, stories, celebrations, traditions. Explain to students that Hispanic Heritage Month is Sept. 15-Oct. 15.

2. Project and read article (or have the computer read it) “Hispanic Culture Seen in Texas Life Today” : https://www.studiesweekly.com/online/content/48202

3. Have students Think, Pair, Ink (write down on a post-it), Share with a partner on what elements of Hispanic influence they partake in their lives. Have students contribute post-its to a poster for reference later.

Procedimientos:Su herencia se determina por lo general desde el país usted o sus padres o sus antepasados originó . Diferentes herencias o culturas pueden provenir de diferentes países , tienen diferentes idiomas , creencias , alimentos, ropa , música, chistes , cuentos, celebraciones , tradiciones .

¿Cuáles son algunas cosas que influyen a su herencia?

1. “Hispanic Culture Seen in Texas Life Today” Article: https://www.studiesweekly.com/online/content/48202

3. Post-its and a poster/chart paper with title: “Hispanic Culture We See in Texas Life Today”

Herramientas/Recursos:

Vas a usar los recursos de Texas Studies Weekly en español

Day Teaching Procedure Materials/Resources

Day 13-14: Hispanic Heritage (30 minutes)

Social Studies Skill Builder:1. Teacher chooses a book about Hispanic culture.

Suggested read aloud: A Birthday Basket for Tia by Pat Mora. Discuss the story and the different attributes of the Hispanic culture to include traditions, beliefs, food, clothing, music, jokes, stories, songs, celebrations. Chart in four categories (or more), food,

A Birthday Basket for Tia by Pat Mora. 3X5 cards, or 1 blank paper per child

Herramientas/ recursos:Libro: Una cesta de cumpleaños para tía por Pat MoraTarjetas 3x5 o un papel blanco para cada alumno

Austin Independent School District, Elementary Social Studies Department Page 12 of 18

Continue to review classroom rules and procedures.

Día 13-14: Herencia Hispano Americano

Continua revisando las reglas y procedimientos del salón

Vocabulario: herencia, tradición, cultura, pasado, antepasados, originar, costumbres, conexión, cualidades

traditions/beliefs, celebrations, stories what is learned about the culture. Connect to their family traditions.

2. Pass out 3 by 5 cards or art paper. Have students

choose 4-6 examples of Hispanic Culture to make into a booklet. Their examples can include foods, clothing, stories, songs, music, traditions, celebrations, etc. Staple drawings into a booklet for each child. (A variation could be to make a class booklet where each child contributes 1 example of Hispanic Culture.)

Processing:Gather students to share what they drew for their booklet/

class book.

Procedimientos:¿Que aprendiste sobre la cultura de la familia del cuento?

¿Cuáles son algunas costumbres o tradiciones que mencionaron?

¿De qué manera podemos clasificar las diferentes cualidades de su herencia?

¿En qué te hizo pensar este cuento? ¿Qué relación conexiones hiciste entre el cuento y tu vida real?

Day 14: Hispanic Heritage (30 minutes)

Continue to review classroom rules and procedures.

Día 14: Herencia Hispano Americano (30 minuto)

Continua revisando las reglas y procedimientos del salón

1. Discuss traditions and how they are started in the past, handed down from each generation and carried out in the present, and then continued in the future. Ask students if their family has a tradition, something their grandparents did, that they do now. You may want to tell the students some of your family’s traditions. Review traditions from A Birthday Present for Tia by Pat Mora. Have students share with the class. Connect and compare their traditions to Hispanic traditions (el día de los muertos or a quinceañera). Use a Venn Diagram to compare U.S. tradition to a Hispanic tradition. Note that many traditions celebrated by the U. S. came from immigrants.

2. Students discuss what they read and the Venn Diagram. Students copy Venn Diagram into their Social Studies Interactive Journal

Venn Diagram Social Studies Interactive Journal

Herramientas/ recursos:

Libreta interactiva de Estudios Sociales

Austin Independent School District, Elementary Social Studies Department Page 13 of 18

Vocabulario: herencia, tradición, cultura, pasado, antepasados, originar, costumbres, generación, presente, futuro, celebración,

¿Cuales son algunas costumbres o tradiciones que celebras con tu familia?

-Por ejemplo que hacen/ como celebran la navidad, el nuevo año, su cumpleaños, día de los muertos, 16 de septiembre… ?

Austin Independent School District, Elementary Social Studies Department Page 14 of 18

Day 15: Constitution Day (30 minutes)

The week of September 17 st has been designated Celebrate Freedom Week to coincide with Constitution Day on September

17 th . The TEA Social Studies web site and the Region XIII Social Studies website have information regarding Constitution Day and Celebrate Freedom Week. In addition, Texas Law-Focused Education has lesson ideas. Listed below is the portion of the Declaration to be recited. It does not have to be memorized.“We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the Pursuit of Happiness—That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed. . . .”

Continue to review classroom rules and procedures.

Constitution Day Website: www.constitutioncenter.org/constitutionday

Preamble to the Constitution

“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence,[1] promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

For the final processing assignment (assessment) you want your students to be able to define in their own words what a democracy is and how it affects them and what the Constitution is and how it can be related to their classroom rules.

Día 15: Día de la constitución Continua revisando las reglas del salón con los alumnos

Vocabulario:Constitución, libertad, derechos, humanos, país, estado, estados unidos

Preview:1. Show the students a map of the United States. Explain that the United States is their country and this is where they live. Explain about the 50 states and Texas. Explain U.S. is an abbreviation for the name. 2. Pass out U.S. maps to students. Students color and write United States on their map or if unable, U.S.A. Explain that U.S.A is an abbreviation of the United States of America.3. If time view a video from Discovery Streaming and discuss. The American Government listed in the Materials block is an excellent choice as it tells the story of how our country began and will be a connection to tomorrow’s lesson.

Processing:Gather students to share and reflect on what they have discussed and their maps. Have them name their country and state and know what the abbreviation US.A. means.If you have watched the video, have students tell you something they learned and write it in their social studies notebook.

Procedimientos:

¿Cómo se llama el país donde vivimos?

¿Cómo se llama el país donde nacieron?

¿Cuántos estados tenemos en los EE.UU.?

¿En cuál estado vivimos?

¿Qué aprendiste sobre los Estados unidos?

United States Map to color.

Herramientas/ Recursos:

Preámbulo : http://www.cato.org/pubs/constitution/preamble_sp.html

Constitución:

http://www.cato.org/pubs/constitution/declaration_sp.html

Austin Independent School District, Elementary Social Studies Department Page 15 of 18

Day 16: Constitution Week (30 minutes)

Preamble to the Constitution

“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence,[1] promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

Día 16: semana de la constitución (30 minutos)

Preambulo: Nosotros, el Pueblo de los Estados Unidos, con el Fin de formar una Unión más perfecta, establecer Justicia, asegurar la Tranquilidad interna, proveer la defensa común, promover el Bienestar general y garantizar para nosotros mismos y para nuestros Descendientes los Beneficios de la Libertad, ordenamos y establecemos esta Constitución para los Estados Unidos de América.

Vocabulario: Constitución, libertad, derechos, humanos, país, estado, estados unidos, símbolos, patrios,

American Symbols Lesson

1. Watch Brain Pop Jr. Video: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/

2. Create a poster of American Symbols with the class:Create a “Patriotic Symbols chart” with the class reviewing information from the video. Ex:

Symbol or Action

What does it lookor sound like?

American Flag

Red, white, and blue flag with 50stars and 13 stripes

Texas Flag Lone star with blue,white, and red

Pledge of Allegiance

Promise we sayto show we honorAmerica

Star SpangledBanner

The song of America.We sing it at events to honor America.

3. Do BrainPopJr American Symbols Activity: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/activity/

¿Cuáles son algunos símbolos que representan los estados unidos?

¿Cómo es la bandera de los Estados Unidos?

¿Cuáles son los colores que usamos para representar los Estados Unidos?

-gráfico de símbolos patriosBandera americana- Roja, blanca, azul, con 13 líneas y 50 estrellas

Bandera de tejas- Una estrella blanca con roja, blanca y azul

Promesa de lealtad- promesa que decimos para mostrar honor de América

Nuestro himno/ El pendón estrellado- La canción de los Estados Unidos

1. Brain Pop Jr. Video: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/

2. Chart Paper for “Patriotic Symbols Chart”3. BrainPopJr American Symbols Activity: https://jr.brainpop.com/socialstudies/citizenship/ussymbols/activity/4. Library of Congress Primary Source Set: Symbols

Herramientas/ Recursos:

“Nuestro himno”

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=5369145&m=5369146

Austin Independent School District, Elementary Social Studies Department Page 16 of 18

Constitution Day Activities: REQUIRED BY FEDERAL LAW Public Law 108 -447, Section 111(b) states ÔÔ[e]ach educational institution that receives Federal funds for a fiscal year shall hold an educational program on the United States Constitution on September 17 of such year for the students served b y the educational institution.ÕÕ Section 111 requires that Constitution Day be held on September 17 of each year, commemorating the September 17, 1787 signing of the Constitution. However, when September 17 falls on a Saturday, Sunday, or holiday, Consti tution Day shall be held during the preceding or following week. While the Department does not endorse any particular program or Web site, this information is provided because it may be of use to educational institutions developing their Constitution Day programs. Library of Congress: http://memory.loc.gov/ammem/bdsds/bdsdhome.html . National Archives: http://www.archives.gov/national_archives_experience/charters/constitution.html National Archives has a nationwide network of research facilities, including presidential libraries that welcome students as young as 14 years of age. Information about the facilities (by region and state) : http://www.archives.gov/facilities/index.html . *Since Constitution Day falls on a weekend this year, Constitution Day should be observed on Monday, Septe mber 18, 2006. Documentation of campus activities will be required .

Day Teaching Procedure Materials/ResourcesDay 17: Constitution Week (30 minutes)

Continue to review classroom rules and procedures.

You may want to review etiquette for the flag. Stand for the Pledges and the Star Spangled Banner.

Día 17: semana de la constitución (30 minutos)

Vocabulario: Constitución, libertad, derechos, humanos, país, estado, estados unidos, símbolos, patrios, representar, bandera, canción, colores, animales,

1. Review American Symbols, citizenship, and being part of a community. Give each student a copy of Social Studies Weekly, Week 1. 2. Read article with students. Have students practice the Pledge of Allegiance and Pledge to Texas. Teach/Practice your classroom routine for the Pledges. 3. Students complete activities about American symbols on back of article. See Social Studies Weekly Teacher Resource Book for additional activities, pages 14-16.

1. Social Studies Weekly, Week 12. Posters of the Pledge of Allegiance and the Pledge to Texas. 3. Social Studies Weekly Teacher Resource Book, pages 14-16.

Herramientas/ recursos: Recursos de Texas Studies Weekly en español

Austin Independent School District, Elementary Social Studies Department Page 17 of 18

Day 18-19: Constitution Day(s) (30 minutes per day)

Preamble: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Día 18-19: Día de la constitución

Preambulo: Nosotros, el Pueblo de los Estados Unidos, con el Fin de formar una Unión más perfecta, establecer Justicia, asegurar la Tranquilidad interna, proveer la defensa común, promover el Bienestar general y garantizar para nosotros mismos y para nuestros Descendientes los Beneficios de la Libertad, ordenamos y establecemos esta Constitución para los Estados Unidos de América.

Vocabulario: Constitución, libertad, derechos, humanos, país, estado, estados unidos, símbolos, patrios, representar, bandera, canción, colores, animales, conexión, reglas

1. Discuss the Constitution and what it is and how it affects our lives today. Connect the Constitution to the classroom rules as something they follow to make a comfortable and safe environment for everyone.

2. Teacher reads aloud the Preamble to the Constitution. Teacher leads discussion about the meaning of the Preamble to the Constitution. Teacher splits students into groups to memorize and practice the preamble. Have each student practice 1-2 lines in their groups, and encourage memorization. Students will recite as individuals or as a group on Day 19 Constitution Day.

3. Explain that today we will make a “class constitution” by creating a statement, like the preamble, that we will all follow. Ask students to contribute ideas of the ways we will behave to create a positive learning environment.

4. Teacher records list of student ideas. Teacher groups similar ideas and makes forms student responses to mirror the structure of the Preamble. Example:

We the people of Ms. Smith’s Class, in order to form a happy and safe classroom, will follow directions, help each other, be kind and encouraging, support each other’s goals, and cooperate as a class, do ordain and establish this Constitution for Ms. Smith’s Class. (Teacher and students sign under)

¿ Por qué piensas que escribieron el preámbulo?¿Qué piensas que significa el preámbulo?

Nosotros, los alumnos del salón de _________________ con el fin de formar un salón feliz y seguro, seguirá direcciones, ayudarnos unos a otros, ser amable y alentador, apoyar las metas de cada uno, y cooperar como clase, decretamos y establecemos esta Constitución para el salón de ___________________.

1. Student copies of the Preamble.2. Large or projected text of the Preamble. 3. Whiteboard or poster for “class constitution” brainstorm.4. Poster to create “Class Constitution”

Herramienta/ recursos

Copias del preámbulo para cada estudiante

Grafica para escribir una constitución con sus alumnos

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