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51Unit 3 • Getting Started

Getting Started

26

What happened long ago?

People Long Ago

Unit 3

26

STANDARDS

Resource Manager

Teaching Transparencies RS3, GO5

Student Workbook, pp. 28–36

Oral Language Cards 5, 6

Idea Factory, pp. 23–30

Help students create this large Big Book Foldable.

1. Make this Big Book Foldable using the instructions and illustrations found on page 112.

2. Label the front of the book with the Unit title. Label the six inside pages with: Me: Past and Present; Families: Past and Present; Native Americans: Past and Present; Presidents: Past and Present; Freedom: Past and Present; Glossary of New Words.

3. See page 112 for additional suggestions.

Dinah Zike’sFoldables

What HappenedLong Ago?

MePast Present

FamiliesPast Present

Social Studies (NCSS)

CultureStudent Pages: Standard cTeacher Pages: Standard c

Time, Continuity, & ChangeStudent Pages: Standard bTeacher Pages: Standard e

People, Places, & EnvironmentsTeacher Pages: Standard b

Individual Development & IdentityStudent Pages: Standard aTeacher Pages: Standard a

Power, Authority & GovernanceTeacher Pages: Standard h

Science, Technology, & SocietyTeacher Pages: Standard a

English Language Arts (NCTE)

Teacher Pages: Standards 3, 5, 10

Unit 3 Planner

Everything Changesp. 28

Families Long Ago and Today p. 29

Our First Families p. 30

Pilgrims Come to America p. 31

Vocabulary, p. 28 Vocabulary, p. 29 Vocabulary, p. 30 Vocabulary, p. 31

Reading Link, p. 55

Leveled Readers, p. 53

Writing Activity, p. 70P

Foldables, pp. 51, 70P

Reading Link, p. 57




Reading Link, p. 59




Reading Link, p. 61




Vocabulary Cards, pp. 19–24




Unit Review, pp. 70–70P Unit Review, pp. 70–70P Unit Review, pp. 70–70P Unit Review, pp. 70–70P

Assessment Book, pp. 9–12




Strategies, p. 55 Strategies, p. 57 Strategies, p. 59 Strategies, p. 61

Oral Language Card 5

Curriculum Connection, pp. 53, 55

Big Idea Activity, p. 70P

Curriculum Connection, p. 57


Curriculum Connection,p. 59


Curriculum Connection,p. 61



Student Workbook, p. 28







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People Long AgoWhat happened long ago?

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SE Student Edition Resources TE Teacher Edition Resources Support Material

Lesson 1 Lesson 2 Lesson 3 Lesson 4

R e a d i n g a n d W r i t i n g

R e v i e w a n d A s s e s s m e n t

D i f f e r e n t i a t e d I n s t r u c t i o n O p t i o n s

S o c i a l S t u d i e s S k i l l s

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51A Unit 3 • Planner

Our First Presidentp. 32

Days We Celebrate p. 33

Freedom Around the World p. 34

People Make a Difference p. 35

Vocabulary, p. 32 Vocabulary, p. 33 Vocabulary, p. 34 Vocabulary, p. 35

Reading Link, p. 63




Reading Link, p. 65




Reading Link, p. 67




Reading Link, pp. 69, 70








Unit Review, pp. 70–70P Unit Review, pp. 70–70P Unit Review, pp. 70–70P Unit Review, pp. 70–70P





Strategies, p. 63 Strategies, p. 65 Strategies, p. 67 Strategies, p. 69

Oral Language Card 6










Student Workbook,p. 32






Student Workbook,pp. 35–36

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Lesson 5 Lesson 6 Lesson 7 Lesson 8

R e a d i n g a n d W r i t i n g

R e v i e w a n d A s s e s s m e n t

D i f f e r e n t i a t e d I n s t r u c t i o n O p t i o n s

S o c i a l S t u d i e s S k i l l s

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CD-DVD Student and Teacher Resources

• Rhyme and Chime CD • TeacherWorks• The Big Idea Video • BookLink Program, Unit 3 Log on to www.macmillanmh.com• Student Edition • Puzzlemaker • Games & Activities

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TECHNOLOGY

51BUnit 3 • Planner

www.macmillanmh.com

Unit 3 • Leveled Readers 51C

Unit 3 Leveled Readers

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PREVIEWVocabulary On the board, write the vocabulary words from the reader (law, middle). Discuss the meanings of each word. Tell children that civil rights help to make sure everyone has the same freedoms and are treated fairly. Explain that Rosa Parks did an important act for civil rights.

Build Background Tell children that some laws are unfair to certain groups of people. Share with them some of the unfair laws. Some people had to use different water fountains, were not being able to eat in certain restaurants. Ask: How would that make you feel?

BEFORE READING1 BEFORE READING11

Rosa Parks

by Donna Latham

Social Studies Biography

by Donna Latham


Summary

Students read about Rosa Parks and her bravery. They read about how she helped change the laws that were unfair for African Americans.

Objectives

• Apply unit reading strategies and skills.

• Learn about Rosa Parks and the Civil Rights Movement.

• GR: N/A• Benchmark: N/A• Lexile Level: NP

• GR: B• Benchmark: 2• Lexile Level: 100

• GR: D• Benchmark: 4• Lexile Level: 270

Approaching Level On Level Beyond Level

Consider children’s reading and comprehension level and assign the appropriate reader.

by Donna Latham


http://leveledreaderdatabase.macmillanmh.com/lrdb/search.form

51DUnit 3 • Biography

Biography

READ FOR MEANINGRemind children that they have been practicing retelling different kinds of information. Write the following questions on the board:

Questions1. What did Rosa Parks do?

2. Why did she refuse to give up her seat?

3. How are the laws different now?

READING SKILL Retell Tell students to think about these questions as they listen or read the story. Fill in the retell graphic organizer as they tell how things are different today from yesterday. A sample is shown at right.

REVIEW AND CONNECTSummarize Lead children in a review of Rosa Parks. Have them refer to their retell graphic organizer.

Write About It

Have children use their retell graphic organizers to help them with the writing activities below.

Approaching Level Invite children to retell part of the Rosa Parks story. Write down what students say on blank pieces of paper and staple together. Invite children to illustrate the pages.

On Level Encourage children to think about the courageous woman, Rosa Parks. Ask them to write a sentence about why she is a hero.

Beyond Level Ask children to draw pictures about the main events of the story. Have them use words and sentences to describe the pictures.

EXTENDEach leveled biography has additional activities printed on the inside back cover. Answers can be found on your TeacherWorks CD-ROM.

DURING READING2 DURING READING22

AFTER READING3 AFTER READING33

Before—People were treated differently.

Today – People can sit where they want on the bus.

Today – People try and do things to change laws.

51E Unit 3 • Leveled Readers

Unit 3 Leveled Readers

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Our First President

PREVIEWVocabulary Invite volunteers to read the vocabulary words from the glossary while you list the words on the board. After each term, ask children to predict the meaning of the word. Have them check the glossary to verify the meaning.

Build Background Explain that George Washington is a very famous American. Ask children to raise their hands if they’ve heard of him. Have them tell what they know about Washington. Listen for misconceptions. Point out that he was the first President of out country. Have children discuss what the president does.

Questions1. Who is George Washington?

2. What does the President do?

BEFORE READING1 BEFORE READING11

by Barbara Kanninen

Social Studies Places and Events

by Barbara Kanninen


Summary

Students read about George Washington. They read about his fighting for freedom against the British and how he became the first President.

Objectives

• Apply unit reading strategies and skills.

• Learn about George Washington.

• GR: N/A• Benchmark: N/A• Lexile Level: NP

• GR: B• Benchmark: 2• Lexile Level: 80

• GR: H• Benchmark: 14• Lexile Level: 200

Approaching Level On Level Beyond Level

Consider children’s reading and comprehension level and assign the appropriate reader.

by Barbara Kanninenby Barbara Kanninen


http://leveledreaderdatabase.macmillanmh.com/lrdb/search.form

51FUnit 3 • Places and Events

READ FOR MEANINGEncourage the class to think about the key information of George Washington’s life. Write the following questions on the board:

Questions1. What did George Washington do before he became President?

2. Why did people think George Washington would make a good president?

3. How is George Washington different from our current President?

READING SKILL Retell As you read the story with children, help them fill in the retell graphic organizer. A sample is shown at right.

REVIEW AND CONNECTSummarize Lead students in a review of Our First President. Encourage children to fill in a retell graphic organizer.

Write About It

Encourage children to use their retell graphic organizers to help them with the writing activities below.

Approaching Level Have children write four or five words about George Washington. Invite volunteers to read their words.

On Level Have children use words and phrases from the reader to describe our first President.

Beyond Level Ask children to make a poster that describes Washington in words and phrases.

EXTENDEach leveled reader has additional activities printed on the inside back cover. Answers can be found on your TeacherWorks CD-ROM.

DURING READING2 DURING READING22

AFTER READING3 AFTER READING33

George Washington

farmer

general

Revolutionary War

Places and Events

Unit 3 • Activities51G

Activities

CURRICULUM CONNECTION ACTIVITY

History Our Personal History Museum

• Gather children around you. Explain that a museum is a place where things from the past are kept, so we can look at and learn from them.

• Invite children to bring in objects from their past that tell about who they are, such as a photo, an art project, a favorite baby toy or book, and so on.

• Designate a table or corner of the room to create a personal history museum of their treasures.

• Invite children to take turns sharing their “treasures.” Encourage them to talk about each object in time order. For example: This is a picture of me when I was born. Goodnight Moon was my favorite book when I was 2 years old. This is my art project from when I was 3 years old.


Language Arts A Holiday Haiku

• Explain to children that a haiku is a Japanese poem. Mention that the first line has 5 syllables, the second line as 7 syllables, and the last line has 5 syllables. Together, clap your hands 5 times, then 7 times, then 5 times to demonstrate the amount of syllables in each line.

• Create holiday haikus that tell about children’s favorite holidays. For exam-ple, write down words that tell about Independence Day, such as parades, fireworks, picnics, freedom, flag, and so on.

• Together, write a haiku about the holiday. Afterwards, say the poem and clap the syllables to make sure each line has the correct number.


Civics A Timeline of Our Class

• Each month, have children vote on the most memorable activity or event they had in class. For example, it might be the first day of school in September, a Halloween parade in October, a Thanksgiving skit they performed in November, and so on.

• At the end of each month, help children draw a mural on a large piece of butcher

paper that tells about the special event or activity. At the top of the paper, write the month. Post each month’s mural on the walls of the classroom. Afterwards, save the murals.

• At the end of the school year, display the murals in sequence. Invite children to take a picture walk around the room and retell the story of their year in the order in which the events happened.

Sun3

4 5 6 7 8 9Mon Tues Wed Thurs Fri Sat

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18 19 20 21 22 23 24

25 26 27 28 29 30

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Unit 3 • Puppet Corner 51H

Puppet Corner

In this unit, you can use Ty the Turtle to begin a dialogue with the class about history and the past by first talking about how children have changed over time.

Here’s an example of a dialogue that can prompt children to tell what they know about how things change over time.

PUPPET: Did you know that I’m growing up? (looking at the class) Everyone is our class is, too.

TEACHER: How do you know that?

PUPPET: Because I’ve changed every year since I was born.

TEACHER: Why don’t you tell us how?

PUPPET: Sure. When I was born, I only had a little hair. I couldn’t see really well. I cried a lot when I was hungry.

TEACHER: You were just a little baby then.

PUPPET: When I was about one year old, I could crawl really well, then I took my first steps.

TEACHER: That’s exciting! Go on.

PUPPET: Then I started talking when I was about 2 years old. I haven’t stopped talking since then!

TEACHER: You are so right!

PUPPET: Now I’m almost 5 years old. I can read some words. I can count. I can ride a bike, too.

TEACHER: That’s great! (looking at the class) Let’s take turns telling how we have changed over time. Let’s start here (pointing to a child).

Encourage children to discuss how they have changed over time. Then encourage them to tell how other things change over time, such as plants, animals, neigh-borhoods, and so on.

Ty the Turtle TipsTy the Turtle Tips

51I Unit 3 • Integrate Reading

Integrate Reading

READING SKILL RETELL

Learn ItLearn ItAsk children:

What does the word change mean? (to become different; not the same as it was)

What do you see in the pictures? (two pictures of buildings and two of a child)

Review how children can use the retell graphic organizer to help retell a story or event.

Try ItTry ItInvite children look at the transparency. Have them study the pictures of the child shown. Ask them to tell you what they see in each picture. Record their responses on a retell graphic organizer like the one at the top of the next column. Invite volunteers to retell the main points discussed by the class.

walking, not crawling

talks

taller, stronger

Apply ItApply ItHave children take turns telling how they have changed. Create a class response such as the one shown below.

taller, longer hair

run faster, play games

can read and spell

Retelling

Learn It Learn It

Try It Try It

Reading SkillsReading Skills

Retelling means to listen to a story and then tell the story again using your own words.

How have you changed?

Regions of the United StatesTimeLinks© Macmillan/McGraw-Hill RS3

27People, Places, and Events

Can you find George on the boat?

Rhyme and Chime

George helped our country to be free.He made it strong foryou and me.George was brave.Do you agree?

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George Washington

People, Places, and Events

SUMMARY In Unit 3, People Long Ago, children learn about how people lived in the past. Children explore important events and how things have changed over time.

Objective

Understand how people lived in the past and how things have changed over time.

People Children deepen their understanding about people long ago and how life has changed over time.

Places Children learn about important places from long ago.

Events Children explore American celebrations including Thanksgiving and Independence Day. They also discover that people in South America celebrate their own Independence Day.

Present this situation to the class: You have taken your seat in class. All of the children are there. But someone is missing. Ask:

Questions1. Who is the leader of your class?

2. How does this person help you each day in school?

Direct children’s attention to Flipchart p. 27. Read the rhyme aloud as you track the print. Invite children to echo you.

Point to yourself and explain that you are the leader of the class. Say that a leader is someone who is in charge and helps people decide what to do.

Have children look at the picture, then ask: How can you tell that George Washington lived long ago?

Read the Talk About It question. Have volunteers answer the question. Point out that George Washington was a leader. Explain that he was brave and strong as you point to the words.

MOTIVATE1 MOTIVATE11

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52 Unit 3 • People, Places, and Events

Integrate Reading

● On chart paper, draw a KWL chart. Encourage children to tell what they know about George Washington and write it under the K. For example, they may have seen his likeness on a quarter or a dollar bill.

● Ask children what they would like to find out about George Washington. Write their questions underneath the W.

● Save the KWL chart to use again with Lesson 5, Flipchart page 32. Once you’ve worked through Lesson 5, have children tell you what they’ve learned and write the information under the L, to complete the chart.

Ty the Turtle Tips


Language Arts Follow Our Leaders!

• Help children name leaders of their school, community, state, and country. Encourage them to tell why they are good leaders. For example: My teacher is smart. She helps me learn how to read and write. The police in our town are brave. They help to keep us safe. The President works hard to make our country a better place to live.

• Using butcher paper and markers, invite the class to make a mural of leaders they know. Help them label each picture by writing the name of the leader below it. Invite children to proudly display their mural in the classroom.

Activities

Hands-On Project

Leaders One and All!

• Have children brainstorm traits that make people good leaders. If necessary, prompt them by acting out how someone leads, cares, helps, shows courage, works hard, etc.

• Group children into pairs. Have one child lie on a piece of butcher paper. Have the other child trace his or her outline. Then ask them to switch places.

• Help children make up a simple poem that tells about a leader. For example: I lead. I care. I help. I share.

• Help children to write their poem inside the outline. Invite children to color the picture.

• Invite children to hang their “leader models” up in the room.

Leveled Readers

BiographyTo learn more about one of the leaders of the movement for freedom and equal rights, have children listen to and read Rosa Parks. This book encourages children to appreci-ate Parks’s bravery during the Montgomery Bus Boycott. It also highlights her efforts to gain freedom and equal rights.

Places and EventsTo learn more about the first President of the United States, have children listen to and read Our First President.

George Washington was the leader of the army during Revolutionary War. Then he became the first leader of the new United States.

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by Barbara Kanninen


GK_3_CVR_17088.indd Sec1:3GK_3_CVR_17088.indd Sec1:3

by Barbara Kanninen



by Barbara Kanninenby Barbara Kanninen


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by Donna Latham


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by Donna Latham



by Donna Latham


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What’s new today about the people, places, and events from Unit 3? Go to www.macmillanmh.com

53Unit 3 • People, Places, and Events

www.macmillanmh.com

Lesson 1Many things change over time.

How have you changed?Everything Changes 28

SUMMARY Children learn that things change over time and explore how they have changed.

Objective

Understand that people and things change over time.

USE THE VISUAL

Direct children’s attention to Flipchart page 28.

Ask: How are the pictures of the buildings alike? How are the pictures of the children alike?

Background Information

Change Children change and grow at different rates. Encourage children to appreciate that every-one in class grows and changes at their own special rate and in their own special way.

Present this situation to the class: A new friend asks you to tell how you have changed since you were three years old. Ask:

Questions1. How have you changed?

2. What can you do now that you couldn’t do when you were three years old?

Direct children’s attention to Flipchart p. 28. Read the sentence at the top of the page aloud as you track the print. Then invite children to read it with you.

Next, have children study the pictures. Ask them to tell you how the building changed. Repeat the activity with the pictures of the boy.

Read the Big Idea question at the bottom of the Flipchart page. Ask children to tell how they have changed. Encourage them to provide details. Make a list of words that describe change on the board.


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54 Unit 3 • Lesson 1

Integrate ReadingActivities

Differentiated Instruction

To reach all learners, use these optional strategies.

Approaching Level Ask children to tell how the building has changed. Next, invite them to tell you all the things that the boy can do that he couldn’t do when he was a baby.

On Level Have children fold a piece of paper in half. Ask them to draw self-portraits of themselves as babies on one side and as kindergarteners on the other. Have them tell you how they have changed. Record their responses underneath each picture.

Beyond Level Have children think of something that changes over time. Invite them to draw “before” and “after” pictures that show how it changes over time. Have them number each picture to show the order in which the changes happened.

ELL Say the word change as you point to it on Flipchart p. 28. Have children echo you. Using gestures, point to the baby and say little baby. Using gestures, point to the big boy. Then say: This person changed from a little baby to a big boy. Encourage them to take turns telling how they have changed.


Language Arts Oh, How We’ve Changed!

• Have children tell you how they’ve changed since they were babies. Use the words they use to make up a class poem. For example:

We used to crawl. Our hair was short.But now we walk. Our bodies, too.We used to babble. But now we’re tall.But now we talk. We’re me and you!

change (Flipchart p. 28) to become diff erent; not the same as it was

Write the term on the board. Invite children to share ways they have changed, such as I am taller now than I was last year. My hair is shorter than it was before. I can run faster than I could. Write the ways children have changed under the word “change.” Continue the activity until

everyone has had a chance to tell a way they have changed.

As you read and discuss the lessons in Unit 3, add ways things and people change to the list. Encourage children to use the words on the list in sentences, such as: We have machines to help us cook now. Clothes have changed.

VOCABULARY STRATEGIES

Invite volunteers to come to the Flipchart. Have them point out specific changes in the building and the person. Encourage them to tell you details. For example: This building is not finished. This is the same building. It is taller now. Or This is a baby. He crawls instead of walks. This is the same boy. He is older, bigger, and can walk and run.

Ty the Turtle Tips

55Unit 3 • Lesson 1

Lesson 2Life today is different from long ago.

How did families live long ago?Families Long Ago and Today 29

SUMMARY Children learn how families live differently today than long ago. Children explore how their lives are different than lives of children long ago.

Objective

Understand that life today is different than it was long ago.

USE THE VISUAL

Direct children’s atten-tion to Flipchart page 29.

Ask: What are the mother and boy doing in the picture?


Not Everything Is Modern The families of some children in your class may not have some modern conveniences, such as a car or dishwasher. Help children appreci-ate all their classmates even though not everyone has the same things.

Present this situation: Suppose you lived long ago. Ask:

Questions1. What would you do if you couldn’t get from place to place

using a car, train, or airplane?

2. How would you cook food if you didn’t have a stove? How would you keep it cold without a refrigerator?

Direct children’s attention to Flipchart p. 29. Read the sentence aloud. Explain that the word different means not the same.

Next, point to the picture on the left. Explain that long ago, people cooked their food in a hearth, or fireplace. Then have children look at the picture on the right. Ask: What do you see that people didn’t have long ago?

Read the Big Idea question. Ask children to name as many things as they can that are different today from long ago. Begin a class list on chart paper.


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Approaching Level Direct children’s atten-tion to the Flipchart page. Ask them to tell you one way that cooking has changed from long ago. Encourage them to say their response in a sentence.

On Level Tell children that besides stoves and electric mixers, people didn’t have refrigerators, washing machines, or vacuum cleaners. Have them pick one of those items. Ask them to draw a picture of how people did the task long ago. Then have them draw a picture of how it is done today. As they describe each picture, write their sentence underneath it.

Beyond Level Invite children to make a “Then and Now” book. Have them fold pieces of paper in half. Ask them to draw their “Then” pictures on the left and their “Now” pictures on the right. Encourage them to draw different pictures illustrating family life, such as cooking, cleaning, getting from place to place, having fun, and communicating.

ELL Point to the picture on the left and say long ago. Using gestures, act out and explain that people cooked over a fire. Then point to the picture on the right and say today. Then say:We cook like this, as you act out the word cook.

Draw a Venn diagram on the board. Above the left circle, write the word Then. Above the right circle, write the word Now. Write different tasks inside the center section. Have children compare and contrast how tasks

were done long ago from how they are done today.

As you work through Unit 3, add tasks to the Venn diagram.


Invite volunteers to act out tasks that families did long ago. For example, they might light a fire and cook food. Invite the class to guess each task. Then ask them to tell you how those things are done today.

Ty the Turtle Tips


Music This is the Way!

• Invite children to sing the following song to the tune of “Here We Go ‘Round the Mulberry Bush.” Encourage children to act out sweeping and vacuuming.

This is the way we cleaned the floorCleaned the floor, cleaned the floor.This is the way we cleaned the floor.We did this long ago!This is the way we do it now,Do it now, do it now.This is the way we do it now.We do this now today!

• Invite children to innovate on the text with additional tasks.


Lesson 3 Native Americans were our first people. They live here today, too.

How did Native Americans live long ago?Our First Families 30

SUMMARY Children learn that Native Americans were the first people to live in America and compare how Native Americans lived long ago with how they live today.

Objective

Understand that Native Ameri-cans were the first people living in America and how they live today.

USE THE VISUAL


Ask: Which picture shows a Native American family long ago?


Native Americans Children in your class may have Native American ancestors. Encourage children to appreciate the unique ancestry of all members of the class. Be sure to dispel misconceptions.

Present this situation to the class. A boy named Tony is new to your class. He is a Pueblo Indian. Ask:

Questions1. How would you welcome Tony to your class?

2. What would you like Tony to share about his culture?

Direct children’s attention to Flipchart p. 30. Read the sentences at the top of the page aloud as you track the print. Point to the term Native Americans and tell children that Native Americans are also known as American Indians. Mention that they are also known by their tribal names, such as Sioux or Navajo.

Next, have children study the pictures. Ask them to tell you what differences they see.

Read the Big Idea question at the bottom of the Flipchart page. Encourage children to tell you what they know about how Native Americans lived long ago.


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Approaching Level As you point to each picture, invite children to tell you what they see. Prompt them to talk about the clothing, shelter, and transportation in the picture.

On Level Provide books with pictures that show a Native American group who lived in your state in the past. Invite children to make a picture book that shows the different food, clothing, homes, and transportation that were part of their life. Help children to make simple one-word labels underneath each picture.

Beyond Level Display some books and other materials about Native Americans on a table. Gather children around you and help them look through and read the books. Help them tell a story about what life was like for Native Americans long ago.

ELL Point to the word Native American on Flipchart p. 30. Say the word and have children echo you. Display a map of the United States. Using gestures, explain that Native Americans were the first people to live here long ago. Trace the outline of the United States and have children do the same.


Art Native American Homes

• Gather books and other resources that illustrate homes that different Native American groups built.

• Tell children that some of these groups continue to live in the United States today and continue to live in similar homes.

• Organize children into groups. Invite groups to make models of different kinds of Native American homes using accessible materials, such as clay, boxes, twigs, grass, and so on. Help them label their models. Display their models in the classroom.

Native Americans (Flipchart p. 30) also known as American Indians; the fi rst people to live in America

Draw a word web on chart paper. In the center circle, write Native Americans. Ask children to tell you what they know about Native American

life, languages, celebrations, foods, clothing, transportation, and kinds of shelters. Add to the word web as children learn more about diff er-ent Native American groups living in the United States—both past and present.


On a bulletin board, draw a large map of North America. As chil-dren learn about different Native American groups, place a pushpin on the map to show their location. Write each Native American group’s name on the map.

Ty the Turtle Tips


Lesson 4The Pilgrims sailed to America long ago.They came to America for freedom .

Why did the Pilgrims come to America?Pilgrims Come to America 31

SUMMARY Children learn that the Pilgrims came to America from England long ago in search of freedom.

Objective

Understand that the Pilgrims came to America to find freedom. Understand that freedom is a person’s right to make choices.

USE THE VISUAL

Direct children’s attention to Flipchart page 31. Ask:

What is happening in the picture?


The Immigrant Experience As children study the Pilgrim’s journey, you may wish to invite family members who have immigrated to the United States to come in and share their experiences with the class.

Present this situation to the class: Suppose you lived in a place where you couldn’t make any choices.

Questions1. How would you feel?

2. Would you want to move to a new place where you could make choices? Why or why not?

Direct children’s attention to Flipchart p. 31. Track the print as you read the sentences at the top of the page aloud.

Tell children that the word freedom means a person’s right to make choices. Explain that the Pilgrims were a group of people who were not free to practice their beliefs in God. Mention that they decided to move to a new place where they could be free and have a better life. Show the Pilgrim’s route on a map.

Read the Big Idea question at the bottom of the Flipchart page. Encourage children to answer the question.


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Approaching Level Point to the word freedom on Flipchart p. 31. Ask children to tell you what they are free to do each day. Create a class list and add to it as you work through the lesson.

On Level Invite children to draw a picture showing something they are free to do each day. Then have them describe their picture as you write a sentence underneath it.

Beyond Level Invite children to make a word and picture mobile. On one side of a large index card, have them write a word telling something they are free to do, such as play, run, talk, or laugh. On the other side, have them draw a picture of each action. Punch a hole in the card, string a piece of yarn through it, and attach it to a hanger. Then have children draw, label, and attach the other cards to the hanger. Invite them to hang their mobiles in the classroom.

ELL Point to yourself and each child in the class as you say and act out the following: We are free. We can run. We can talk. We can play. We can have friends. Invite volunteers to say and act out something they are free to do.


Language Arts We’re Free to Be!

• Say the following poem. Ask children to echo each line after you. Then say the poem and invite children to act it out as you say it slowly:

We’re free to choose a game to play.We’re free to love and laugh each day.We’re free to read and talk and write.We’re free to swim and fly a kite.We’re free, you see. We’re free to be:A friend to you—A friend to me! .

• Write the poem on chart paper. Help children replace words such as laugh with other freedoms.

Pilgrims (Flipchart p. 31) a group of people who sailed on the Mayfl ower from England to America

freedom (Flipchart p. 31) a person’s right to make choices

Write freedom on the board in the center of a word web. Encourage children tell the things they are free to do living in our country. Fill in the web with the most appropriate words. Invite volunteers to take turns using each word in a sentence, starting with: I am free to .


Provide a large outline map of the world to each child. Help children draw the route the Pilgrims took from England to Plymouth. Invite them to draw a picture of the Pilgrims aboard the Mayflower as they sailed across the Atlantic Ocean.

Ty the Turtle Tips


Lesson 5George Washington was our first President . He is called the father of our country .

Who is called the father of our country?Our First President 32

SUMMARY Children learn that George Washington was our first President and why he is called the father of our country.

Objective

Recognize that George Washing-ton was our first President and is called the father of our country.

USE THE VISUAL


Ask: What are these people doing?


Our Country Long Ago and Today Show children the original American flag with 13 stars and 13 stripes. Explain that long ago, when George Washington became our first President, there were 13 states in our country. Help children compare it to your classroom flag.

Remind children that a leader is someone in charge of a group who helps them decide what to do. Present this situation. Your friends have asked you to be the leader of their team. Ask:

Questions1. What will you do to be a good leader?

2. What things will you help them decide to do?

Direct children’s attention to Flipchart p. 32. Read the sentences at the top of the page aloud as you track the print.

Have children look at the picture. Ask: What do you think is taking place? Explain that long ago, England was telling us what we could and could not do. George Washington helped our country to become free from England. He became the first leader of the country, or President of the United States.

Read the Big Idea question at the bottom of the Flipchart page. Encourage all children to answer the question.


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Approaching Level Point to the word President. Ask children to complete the sentence: A President is . Afterward, prompt them to tell why a President needs to be a good leader.

On Level Invite children to make a list of words that describe what traits, or qualities, a President needs to have. Then have them use the word in a sentence, as you record their responses on sentence strips. For example: A President is a hard worker. A President cares about the country. A President helps to make rules.

Beyond Level Ask children to tell what they would do to take care of our country if they were President. Invite them to draw a picture to illustrate this idea. Help them to write a sentence about it.

ELL Point to yourself, then to the class and say: I am the leader of our class. Then point to the word President, then to the picture of George Washington, on Flipchart p. 32. Say: George Washington was the first President, or leader of our country. Help the children name other leaders, such as principal, coach, etc.


Art A President’s Stamp of Approval!

• Show children a variety of stamps that commemorate famous people, places, and events in our country’s history.

• Provide each child with a large piece of construction paper. Have them cut or tear the edges to simulate a stamp’s edges.

• Invite them to draw a picture of Washington, showing how he was a good President. Encourage them to decorate their stamp with symbols that stand for our country, such as an American flag, Liberty Bell, bald eagle, and so on.

President (Flipchart p. 32) the leader of our country

country (Flipchart p. 32) the land and the people who live there

Write country on the board. Ask children to name their country. Display a map of the world.

Have them take turns coming up and tracing the outline of the Unites States using their index fi ngers.

As children learn more about other countries throughout the year, help them fi nd them on the world map and name each one.


Encourage children to name the President of the United States today. Ask them to think about and name some of the things the President does. Check for misconceptions.

Ty the Turtle Tips


On holidays we celebrate our special days.

What do we celebrate on Thanksgiving Day?Days We Celebrate

Independence DayThanksgiving Day

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Lesson 6

SUMMARY Children learn about Thanksgiving Day and Independence Day and discover why we celebrate each one.

Objective

Identify Thanksgiving Day and Independence Day as holidays and understand why and how we celebrate them.

USE THE VISUAL


Ask: How does your family celebrate these holidays?


Holidays Children in your class may celebrate many different holidays, including religious and cultural ones. Invite children and family members to share these holidays and special days with the class.

Present this situation to the class: You are new to this country. You have many questions about our holidays. Ask:

Questions1. What would you like to know about Thanksgiving?

2. What would you like to know about Independence Day?

Direct children’s attention to Flipchart p. 33. Read the sentence at the top of the page aloud. Then have children study the pictures on the left. Explain that Native Americans helped the Pilgrims survive. The Pilgrims gave thanks for help from their new friends. We remember this event on Thanksgiving Day.

Direct children’s attention to the pictures on the right. Explain that the men in the picture signed a paper called the “Declaration of Independence” in 1776. Today, we celebrate the birth of our country on Independence Day on July 4th.

Read the Big Idea question and ask children to share how they celebrate Thanksgiving Day.


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Approaching Level Point to the inset picture of the Pilgrim harvest celebration. Ask children to tell why the Pilgrims are celebrating. Then point to the larger picture and have them tell how they celebrate Thanksgiving Day. Repeat this activity by asking questions about Independence Day.

On Level Have children fold a paper in half and draw a picture on each half to show how they celebrate each holiday. Invite them to tell the class about their pictures.

Beyond Level Ask children to make a “Celebrating Long Ago and Today” accordion book. Have them draw a picture of the Pilgrim’s harvest celebration. Next to it, have them draw a picture of how they celebrate today. Then repeat this routine with Independence Day. Help them to label their pictures and share their accordion books with the class.

ELL Point to the inset picture of the Pilgrim’s harvest celebration. As you tell the story of this event, use gestures to act it out. Then point to the Thanksgiving Day celebration. Talk about it and act it out. Encourage children to tell you how they celebrate the holiday. Repeat this routine with Independence Day.


Language Arts Our Holiday Feast

• Invite children to perform a skit that reenacts the roles of the Pilgrims and Native Americans (Wampanoag) at the original harvest celebration.

• Help one group of children think of things that they would say to give thanks for help with survival. Encourage them to practice their lines.

• Help another group of children make props and costumes using accessible classroom materials.

• Have the class perform their skit for family members or another class.

holidays (Flipchart p. 33) special days when important people or events are remembered

Using the class calendar, have children tell you the holidays and special days they celebrate as you write them down. Then ask children to tell what they know about each holiday. Have them

tell what they like to do on each day, as you record their responses on sentence strips. Post the sentence strips on a bulletin board. For example: We light candles for eight days during Hanukkah. We go to a parade on Memorial Day. We clean our park on Earth Day.


Invite children to take turns sharing one thing they do with their families on each of the holidays. Make a holiday chart that lists the things children do. Add columns to the chart as you talk about other holidays children celebrate throughout the year.

Ty the Turtle Tips


Lesson 7Simon Bolivar cared about freedom.He helped people in South America become free .

Freedom Around the World

How do people in South America celebrate freedom?34

SUMMARY Children learn who Simon Bolivar was and why he is important. Children discover that people in South America also celebrate Independence Day.

Objective

Understand who Simon Bolivar is and what he cared about. Learn that people in other countries also celebrate their freedom.

USE THE VISUAL


Ask: What do you think the people in the picture are doing?


South America There may be children in your class from different countries in South America. Invite them to share what they know about holidays and other special days.

Present this situation: A new classmate just moved here from Venezuela, a country in South America. When he lived there, he celebrated his country’s Independence Day. Ask:

Questions1. What would you ask your classmate about this holiday?

2. What would you tell him about how you celebrate Inde-pendence Day in the United States?

Direct children’s attention to Flipchart p. 34. Read the sentences at the top of the page aloud. Point to the picture of Simon Bolivar and explain that he was a leader in Venezuela in South America. Tell children that Simon Bolivar fought for the freedom of Venezuela.

Next, have children study the picture on the right. Explain that these people are celebrating their Independence Day.

Ask children to answer the Big Idea question.


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Approaching Level Point to the picture of Simon Bolivar and have children tell what he did. (helped countries in South America become free). Ask how he is like George Washington. Then ask them to tell what is happening in the picture on the right. Encourage them to respond in complete sentences.

On Level Direct children’s attention to the picture on the left. Ask them to complete this sentence: Long ago ____________. Point to the picture on the right and have them complete this sentence: Today ____________.

Beyond Level Make a six-column chart with the following headings: Who, What, When, Where, Why, and How. Have children answer the following questions, then write labels or draw pictures underneath each heading: Who are Simon Bolivar and George Washington? What did they care about? When did they live? Where did they live? Why do people celebrate Independence Day in both countries? How do people celebrate today?

ELL Using gestures and pointing, explain that Simon Bolivar was a leader who cared about freedom. Remind children that George Washington cared about freedom in the U.S. Continue by acting out how people celebrate freedom today.

free (Flipchart p. 34) able to make your own choices

Draw a Venn diagram. Write Simon Bolivar (left) and George Washington (right) (“Alike” in middle). Invite children to tell how these men were alike and diff erent as you record their responses on

the diagram. If necessary, prompt them by asking questions, such as: Who were they? What did they do? When did they live? Where did they live? What did they care about? What did they fi ght for? Why were they heroes?


Invite children to tell you “what freedom means to me.” Encourage all children to give a response.

Ty the Turtle Tips


Language Arts You’re Invited!

• Have children plan a freedom celebration.

• On the board write What, Why, When, Where, and How. Then have children answer the following questions as they help to plan the celebration. What are we celebrating? Why are we planning this celebration? When are we celebrating this event? Where is the celebration? How will we celebrate?

• Brainstorm how they will celebrate and create a class list. For example: sing songs, perform a skit, have a parade, make speeches, etc.


People cared about freedom long ago.

Who cares about freedom today?People Make a Difference

Sitting Bull Martin Luther King, Jr. Abraham Lincoln

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Lesson 8

SUMMARY Children learn about people who cared about freedom in the past. Children discover that Abraham Lincoln, Sitting Bull, and Martin Luther King, Jr., were impor-tant people in our country’s history who fought for freedom.

Objective

Understand that Abraham Lincoln, Sitting Bull, and Martin Luther King, Jr. cared about freedom.

USE THE VISUAL


Ask: What do you know about the person in each picture?


For Freedom Children may need help understanding how Sitting Bull fits in this lesson.

Present this situation: Suppose there was a rule that said only children with black or blonde hair could go to your school. Children with red or brown hair had to go to a different school. Ask:

Questions1. Do you think this rule is fair? Why or why not?

2. Do you think everyone should be free to go any school they choose? Why or why not?

Direct children’s attention to Flipchart p. 35. Read the sentence at the top of the page aloud as you track the print.

Then point to each of the names below the pictures. Say them aloud and have children echo the names. Tell children that these people cared about freedom.

Read the Big Idea question. Brainstorm with children all of the people they know who care about freedom.


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Approaching Level Point to the pictures and help children say each person’s name. Ask them to tell about one thing all of these men cared about. Encourage them to use sentences.

On Level Have children draw a picture of one of the people pictured. Ask them to tell about how he cared about freedom. Record children’s sentences underneath their drawings.

Beyond Level Display picture books and other resources about famous Americans who cared about freedom. Invite children to draw pictures of them. Have them tell one thing about each person as you record their responses on sentence strips. Display the pictures and sentences on an ”Americans for Freedom” bulletin board.

ELL Point to each of the pictures and say the names. Have children repeat after you. Using gestures, act out what these people cared about and what they did. Then encourage children to tell you why they are shown here.


Music The Land of the Free

• Sing a patriotic song with children, such as America, The Star-Spangled Banner, or America, the Beautiful.

• Choose one of the songs. Write the lyrics. Talk about what each phrase means. Then have children create a mural by drawing pictures that illustrate the meaning of each phrase.

• Display the mural on a wall. Invite the class to sing the song again.

This is an opportunity to review the Unit 3 Vocabulary. Write the terms on the board. (change, Native Americans, Pilgrims, freedom, President, country, holidays) Invite volunteers to tell you what each word means. Then have them use it in a sentence, such as We all change as we grow up. The President is the leader of our country.

You might also want to review the people children met in Unit 3. Write the names on the board. (George Washington, Simon Bolivar, Abraham Lincoln, Sitting Bull, Martin Luther King, Jr.) Help children say the names. Have volunteers tell you what they learned about each person.


As part of your everyday circle activities, bring in a newspaper and share something about people, places, and events that relate to freedom. Help children make connections from what happened in the past to what we continue to fight for and care about today.

Ty the Turtle Tips


UNIT 3 People Long Ago

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DateName

Today and Long AgoCircle the picture that shows a thing

kids do today. Put a square around the thing kids did long ago.

CURRICULUM CONNECTION PHYSICAL EDUCATION

Now act these out.

Use with Unit 3, Lesson 2

Write the Unit 3 vocabulary on the board.

countryPilgrims holidays

freedomchange

PresidentNative Americans

Ask children to tell you what each word means. Invite children to take turns using each word in a sentence.

Point to selected pictures on the Flipchart pages for Unit 3. Have children retell the main things they learned about each person, event, or idea. Encourage them to use their own words to retell the information.

Next, ask children to draw three pictures of themselves that show how they have changed over time. For example, have them draw pictures of themselves as a baby, toddler, and Kindergartner. Then have them retell how they changed. Encourage them to use words or phrases, such as in the past, then, now, and today.

Retell Vocabulary

Unit 3 Review


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DateName

Build a TepeeColor and cut out the tepee. Make a

cone with the tepee.

(glue here)


27UNIT 3 People Long Ago

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Student Page

Time Goes ByDraw pictures to show how you

have changed.

DateNameOn Your OwnOn Your Own

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Student Page

Big Idea ProjectWho would you like to meet from long

ago? Draw that person. Write who it is on the name tag.

DateNameOn Your OwnOn Your Own

CURRICULUM CONNECTION ART

(name)

Teacher Planning Guide

UNIT 3 People Long Ago 23

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What happened long ago?

Activity Page Time

At Home Activity 24 15 minutes

Big Idea Project

Dear George Washington…

Time Goes By

25

26

27

15 minutes

10–20 minutes

20 minutes

Class Celebration Scrapbook

Citizenship: What Freedom Means

28–29

30

Several class periods

15–20 minutes

At HomeAt Home

On Your OwnOn Your Own

In a GroupIn a Group

Assessment Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . pages 45–48

People Long Ago


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DateName

Sing a SongYou learn new things as you grow

and change. Have you learned your ABCs? Sing the ABC song.

CURRICULUM CONNECTION MUSIC

A B C D E F G

H I J K L M N O P

Q R S T U V W X Y and Z

Now I know my A – B – Cs,

Next time won’t you sing with me?


free

70 Unit 3 • Review

Big Idea Project

Make a Big Book 1. Organize children into groups. Assign each group

one of the following topics:

• How children change

• Life long ago and today

• Native Americans long ago and today

• Pilgrims come to America

• Washington becomes our first President

• Celebrating holidays

• Simon Bolivar helped South America become free

2. Have each group draw a picture that illustrates their topic.

3. Ask them to label their pictures.

4. Put the pages together in a Big Book.

5. As a class, make a front cover for the book and brainstorm a title for it.

What Happened Long Ago?

What Happened Long Ago?Have children review the information in their Foldables in small groups or pairs to review what they have learned in Unit 3. As a whole class, ask children to discuss what they have learned. Look under the tabs to check children’s responses.

Writing Activity ● Using their Foldables, have children answer

the Big Idea question: What happened long ago? (Possible answers: Long ago people cooked over fire, and traveled by boats with sails and by horses and wagons. The Pilgrims came and were helped by Native Americans. George Washington helped with our freedom and was our first President.)

✓ Make drawings to communicate ideas.

✓ Provide accurate information and details.

✓ Use appropriate vocabulary for the historical period.

✓ Work with others to create drawings that illustrate information about people, places, events, and ideas.

✓ Apply thinking strategies (organize information to demonstrate understanding).

Performance Assessment

What HappenedLong Ago?

MePast Present

FamiliesPast Present

Dinah Zike’sFoldables

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