Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Grade 02 Social Studies Unit 03 Exemplar Lesson 01: I am an AmericanGrade 02 Social Studies Unit 03 Exemplar Lesson 01: I am an American

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

The focus of the unit is learning about America’s national identity. The lesson addresses landmarks, monuments and government buildings of theUnited States, national symbols, and map skills. Students explore the idea of freedom and recognize some of the ways that freedom and national

identity are symbolized. Geography is included as well so that students continue to develop an understanding of where they are in the world.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or

subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

2.1 History. The student understands the historical significance of landmarks and celebrations in the community,

state, and nation. The student is expected to:

2.1A Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence

Day, and Thanksgiving.

2.1B Identify and explain the significance of various community, state, and national landmarks such as monuments and government

buildings.

2.3 History. The student understands how various sources provide information about the past and present. The

student is expected to:

2.3A Identify several sources of information about a given period or event such as reference materials,

biographies, newspapers, and electronic sources.

2.3B Describe various evidence of the same time period using primary sources such as photographs, journals,

and interviews.

2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the community,

state, and nation. The student is expected to:

2.4A Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have

influenced the community, state, and nation.

2.6 Geography. The student understands the locations and characteristics of places and regions in the community,

state, and nation. The student is expected to:

2.6B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast

of Texas, Canada, Mexico, and the United States on maps and globes.

2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and

other individuals. The student is expected to:

2.13B Identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code

Talkers, and Sojourner Truth who have exemplified good citizenship.

2.14 Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and

principles that contribute to our national identity. The student is expected to:

2.14A Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.

2.14B Identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful".

2.14C Identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and

Uncle Sam.

2.14D Identify how selected customs, symbols, and celebrations reflect an American love of individualism,

inventiveness, and freedom.

Social Studies Skills TEKS

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 16  

2.18 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a

variety of valid sources, including electronic technology. The student is expected to:

2.18D Sequence and categorize information.

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Social Studies Unit 03 PI 01

Complete a circle graphic organizer sorting symbols, landmarks, and people related to the community, state, and nation. Write a sentence explaining the relationship

between community, state, and nation.

Standard(s): 2.1B , 2.14C , 2.14D , 2.18D , 2.19B

ELPS ELPS.c.3C , ELPS.c.5F

Key Understandings

Important symbols, customs, and celebrations represent American beliefs and principles that contribute to our national identity.

—    How do our customs, symbols, and celebrations reflect an American love of freedom?

—    How do our customs, symbols, and celebrations reflect our national identity?

Vocabulary of Instruction

national identity

freedom

patriotic

symbol

celebration

contribution

Materials

art supplies

biographical information on John Hancock

biographical information on Paul Revere

books about American symbols, landmarks, and monuments

chart paper

colored pencils or crayons

completed maps from Explore section

blank U.S. map (1 per student)

class U.S. map or atlases

paper

recording or video of the national anthem

research materials

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible

on the public website.

Handout: Patriot Press (1 per student)

Handout: Sketch and Scribe - Symbols Building and Monuments (optional, 1 per student)

Handout: Historical Figure Graphic Organizer (2 per student)

Handout: Celebrate Freedom Week Map Instructions (1 per student)

Handout: Celebrate Freedom Week Matching Cards (cut apart, 1 set per pair of students)

Resources

www.bensguide.gov

www.whitehouse.gov

Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 16  

Advance Preparation

1. Become familiar with content and procedures for the lesson, including information about important symbols, customs, and celebrations that

represent American beliefs and principles that contribute to our national identity.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

Gather trade books, websites, videos, and sections of textbooks that relate to American landmarks, monuments, government buildings,

symbols and the patriots John Hancock and Paul Revere. When selecting materials to share with students look for primary sources

(materials produced when the events happened) as well as secondary sources (contemporary materials about the past).

Prepare stations for Day 1 of instruction. Include in the stations information that will help students gain knowledge about important symbols,

customs and celebrations that represent American beliefs and principles that contribute to our national identity. Use district resources and

other resources. Refer to the content TEKS listed above and the specificity on the IFD for guidance on information to include.

Find a recording or video of a performance of the national anthem.

Prepare Celebrate Freedom Matching Cards for Day 2

Background Information

National identity – the defining criteria and shared heritage by which a people define and recognize themselves as a people. In America,components of national identity include a love of individualism, inventiveness, and freedom. These are reflected in our customs, symbols,

and celebrations. Americans exhibit a love of country and freedom and celebrate people who exhibit inventiveness and individualism.

These beliefs are reflected in the things we celebrate and the actions we take.

Customs build a shared heritage.

Thanksgiving Day with the customary family turkey dinner

Independence Day with parades and fireworks

Singing patriotic songs such as the national anthem before sporting events

Starting meetings and the school day with the presentation of the flag and “Pledge of Allegiance”Standing for the U.S. flag at the beginning of parades, at sporting events, etc.

Symbols and celebrations reflect and reinforce our beliefs and heritage.

Individualism – reflect the country’s culture, but be faithful to your own unique selfOur love of freedom (e.g., Constitution Day, Independence Day, Memorial Day, Veterans Day)

Symbols of freedom (e.g., Liberty Bell, Independence Hall, patriotic songs, U.S. flag, Uncle Sam, bald eagle)

Celebrations honor people who exhibit individualism and inventiveness.

Exhibit inventiveness (e.g., Robert Fulton)

Love of freedom (e.g., Paul Revere, Sojourner Truth, Veterans Day, Abigail Adams, WASPs of WW II, Navajo Code Talkers of WW II,

Thurgood Marshall, Founding Fathers)

Exhibit individuality (e.g., Amelia Earhart)

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are

one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel

may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tabwithin the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

1. Present a performance of the national anthem, "The Star-Spangled Banner"

(many versions are available).

2. Put students in groups of four.

3. Distribute to each group a piece of chart paper.

4. Students think about, discuss, and then list everything they know about the

national anthem. (They can use words or pictures to describe the lyrics, places

the anthem is performed, or anything else they know about it.)

5. One student from each group shares what their group wrote about the national

anthem.

Materials:

recording or video of the national anthem

chart paper

Purpose:

Activate background knowledge to hook students into Celebrate

Freedom Week.

TEKS:2.14 A, 2.14B, 2.19B

Instructional Note:

Students new to the U.S. might need more exposure to the

national anthem. Sporting events and the Olympics might be

Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 16  

6. Teacher scribes student learning to create an anchor chart to post in the

classroom.

7. Students recite the pledge as they do every morning, this time listening for the

word freedom, or other words for freedom (synonyms like liberty or

independence).

8. To introduce the ideas for this lesson, use questions such as:

Why do we sing the national anthem at a baseball game? Why is the

national anthem played at the Olympics when the United States wins a

medal? Is our national anthem a symbol for our country? Is the Pledge

of Allegiance a symbol of our country? What do the national anthem

and Pledge say about freedom in the United States of America?

good examples to show students.

EXPLORE – The Patriotic People and Symbols Suggested Days 1 and 2 (cont’d) – 40 minutes each day

1. Set up five stations for reading, discussing, and gaining content knowledge about

patriotic symbols and people. (Refer to content TEKS listed above for guidance

on information to include.)

The Patriot Press (Handout: Patriot Press, 1 copy per student)

Trade books, social studies textbooks, and other materials with specific

applicable sections identified

Biographical information on Paul Revere

Biographical information on John Hancock

Computers with access to approved websites and list of approved websites

where students can find more information about monuments, landmarks, and

people

2. Post a chart titled “National Identity” in the room.

3. Share with students that the symbols, patriots, landmarks, celebrations, and

songs that we are learning about are all part of America’s National Identity – wayswe identify who we are as a people (Americans). An identity is how we are known.

All of these things that we are learning about help us know what is important to the

people of our country.

4. Divide students into small groups (4 students or fewer) that will process through

the stations.

5. Distribute the Handout: Historical Figures Graphic Organizer (2 per student)

and the Handout: Sketch and Scribe- Landmarks, Monuments and Symbols

(optional, 1 per student).

6. Students visit the stations, gaining information about the topics required and

taking notes on the appropriate form:

Handout: Historical Figures Note Taking Sheet (one for Paul Revere and

one for John Hancock)

Handout: Sketch and Scribe - Symbols Building and Monuments

7. Students discuss with a partner information that they learned traveling through the stations.

Materials:

books about American symbols, landmarks, and

monuments

biographical information on Paul Revere

biographical information on John Hancock

chart paper

Attachments:

Handout: Patriot Press (1 per student)

Handout: Historical Figures Graphic

Organizer (2 per student)

Handout: Sketch and Scribe - Symbols

Building and Monuments (optional, 1 per

student)

Purpose:

Students gain information about national landmarks,

monuments, symbols, buildings, and patriots.

TEKS: 2.1B, 2.14C, 2.14D, 2.18D, 2.19B

Instructional Note:

There may need to be multiple stations for each

category so students can visit each station in

small groups of 4 students or fewer.

The Handout: Patriot Press is just one resource

the students can use. Trade books, websites,

textbooks, and videos could also be used. The

Patriot Press will give them practice reading

articles. This exposure to a different form of

expository text aligns with their ELAR TEKS.

Research materials about symbols, landmarks,

Paul Revere and John Hancock need to be a

mixture of primary sources (materials produced at

the time of the historical event) and secondary

sources (contemporary materials about the past).

Make sure to review all materials and websites

according to district policy. A good technique is to

create a links page with approved websites.

EXPLAIN – Sharing learning Suggested Day 2 (cont’d) – 15 minutes

1. Students discuss with a partner information that they learned traveling through the

stations on Day 1.

2. Students each choose two of the sentence stems below to complete and turn in.

(Add other questions based on materials provided for the stations.)

One important American symbol is (White House, Uncle Sam, Bald

Eagle, Rose). It is important to America because _________.

Paul Revere _________________________.

John Hancock _______________________.

TEKS: 2.4A, 2.13B, 2.19B

Purpose:

Relate good citizenship to the historical figures studied during

Celebrate Freedom Week. Relate symbols and historical figures

to the national identity of the United States.

Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 16  

3. Students place their sentences around the term "National Identity" on the chart

created during the Explore section above.

4. Facilitate a discussion to lead students to understand that all of these things help

make up the national identity of the United States.

EXPLORE Suggested Day 2 (cont’d) – 35 minutes

1. Distribute the Handout: Celebrate Freedom Week Cards (1 set per pair of

students).

2. Students play a matching game with Celebrate Freedom Cards. Students can play

Memory or Go Fish to make matches between the pictures and the definitions that

go with them.

3. Students take turns until all the matches have been made.

4. Students can shuffle the cards and play again to add to their familiarity with the

symbols, landmarks, and their meanings.

5. After students have played the game, they select all of the pictures and definitions

that have to do with freedom.

Materials:

chart paper

Attachments

Handout: Celebrate Freedom Week Matching

Cards (cut apart, 1 set per pair of students)

TEKS: 2.1A, 2.14C, 2.14D

Purpose:

Students explore national symbols, songs, landmarks, and the

pledge to the flag. Students gain familiarity while exploring the

idea of freedom and why it is important to the United States as a

nation.

EXPLAIN Suggested Day 3 – 20 minutes

1. Students illustrate freedom. Students can draw the symbols and patriots that they

have learned about, or they can draw something from their own experience.

2. Students share their drawings and explain what in their drawing represents

freedom.

3. Facilitate a discussion where students share their ideas about why they think

freedom is important to America. Allow students to share with a shoulder partner

before sharing with the class.

4. Under their drawing, students finish the sentence stem:

Freedom is important to America because…

Materials:

paper

art supplies

research materials

TEKS: 2.1A,2.4A, 2.13B,2.14C, 2.14D, 2.19B

Purpose:

Illustrate the students' understanding of freedom and how it

relates to the national identity of the United States.

Instructional Note:

Students may need guidance in knowing why freedom is

important. Freedom is important because we won our freedom

or independence from England. Freedom is also important

because people want the freedom to make choices.

EXPLORE – Celebrate Freedom Map Suggested Day 3 (cont’d) – 20 minutes

1. Distribute to students:

Handout: Celebrate Freedom Week Map Instructions

blank map of the United States

2. Students mark their blank U.S. map following the directions on the Handout:

Celebrate Freedom Week Map Instruction page.

3. Students mark locations on their maps that relate to the symbols, landmarks,

government buildings, monuments, and patriots that were researched earlier this

week.

Materials:

blank U.S. map (1 per student)

class U.S. map or atlases

colored pencils or crayons

Attachments:

Handout: Celebrate Freedom Week Map

Instructions (1 per student and 1 for

display/projecting)

Purpose:

Students review learning related to Celebrate Freedom Week, as

well as practice geography skills.

TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B

EXPLAIN – Sharing the Map Suggested Day 3 (cont’d) – 10 minutes

1. Divide students into triads.

2. Students take turns sharing what the markings on their maps mean, checking their

learning as they share with their partners, and adjusting information on their

maps.

3. Ask students if they see a theme or a connection between the symbols they have

learned about.

Materials:

completed maps from Explore section

TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B

Purpose:

Provide students with an opportunity to explain the significance

of the places labeled on their map.

Instructional Note:

Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 16  

Students should make the connection of freedom with many of

the symbols and landmarks they have learned about. Ask: Why

do you think so many of the symbols have to do with freedom?

Freedom must be an important concept to Americans if it is

reflected in our national anthem, pledge and national symbols.

ELABORATE – Relating concepts Suggested Day 4 – 20 minutes

1. Facilitate a discussion where students elaborate on what they have learned, tying

learning to the Key Understanding and Guiding Questions.

Important symbols, customs, and celebrations represent American

beliefs and principles that contribute to our national identity.

—    How do our customs, symbols, and celebrations reflect an American love of

individualism, inventiveness and freedom?

2. Continue the discussion, encouraging students to relate their learning to the celebration of

freedom this week.

EVALUATE – Community, State, and Nation Suggested Day 4 (cont’d) – 30 minutes

Grade 02 Social Studies Unit 03 PI 01

Complete a circle graphic organizer sorting symbols, landmarks, and people related to the

community, state, and nation. Write a sentence explaining the relationship between community,

state, and nation.

Standard(s): 2.1B , 2.14C , 2.14D , 2.18D , 2.19B

ELPS ELPS.c.3C , ELPS.c.5F

The local community is in the state of Texas. Texas is a state within the country of the United

States.

Example of a possible graphic organizer:

Purpose:

Students tie the information learned about symbols, landmarks,

and historical people to the idea that these things and people

remind us of who we are and what is important to us (our

freedom). These things and people and ideas bind us together

as a community of good citizens at the local, state, and national

levels.

TEKS 2.1B, 2.14C, 2.14D, 2.18D, 2.19B

Grade 2

Social Studies

Unit: 03

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/05/2013

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 16  

©2013, TESCCC

Inside this issue:

Symbols 1

White House 1

Paul Revere 2

John Hancock 2

Celebrations 3

Customs 3

The Capitol 3

Did you know that in the

whole world the White

House is the only home of

a country’s leader that is

open to the public free of

charge?

There is much to know

about the White House!

Did you know that every

president except George

Washington has lived in

the White House?

Did you know the White

House is in the nation’s

capital, Washington D.C.?

Did you know the presi-

dent’s office is in the

White House and it is

called the Oval Office?

Did you know the address

for the White House is

1600 Pennsylvania Ave-

nue?

The White House – Who knew?

Symbols represent

something, usually an

idea. In the United

States we have many

symbols that are pat-

riotic. Patriotic means

that they inspire the

love of our country.

Uncle Sam is one of

those symbols. Uncle

Sam is usually drawn

with a white beard

and a red, white, and

blue top hat. He is

dressed in striped

pants and was once

on military recruiting

posters that read,

“Uncle Sam wants

you.”

Uncle Sam was based

on a real person. Sam

Wilson was a busi-

nessman who provid-

ed meat for the US

soldiers during the

War of 1812. He

stamped the barrels

with the letters US so

everyone would know

that the meat was for

the army. The sol-

diers joked that the

meat was from Uncle

Sam.

The Bald Eagle is

another symbol of our

nation. The Bald Ea-

gle appears on our

national seal and

some of our money.

The bald eagle was

chosen because it can

make people think of

freedom, strength,

and courage.

The Rose is our na-

tional flower. This

symbol was chosen

because the White

House has a famous

rose garden and

George Washington,

American’s first presi-

dent, bred roses.

Patriot Press

Symbols: They stand for our country

Celebrate Freedom

Week

Is celebrated in every

public school in Texas!

Is a time to learn about

American Identity.

Covers symbols, customs,

celebrations and some

history!

Also, includes Constitu-

tion Day.

Soc i a l S t ud i es

Newsletter Date

Volume 1, Issue 1

©2013, TESCCC

Also, many statues are on dis-

play inside the Capitol.

John Hancock was a wealthy

merchant in Boston. He was able

to use his influence and money to

help with the American Revolu-

tion.

He was the first signer of the

Declaration of Independence. His

signature is the largest on the

paper. Sometimes now when peo-

ple are asking for a signature,

they will say, “I need your John

Hancock.”

The Declaration of Independence

was the document that told the

King of England that America

wanted to be its own country.

The US Capitol is where the legisla-

tive (law making) branch of our gov-

ernment works. It is in Washington

D.C. and is famous for its iron dome.

A statue representing freedom stands

on top of the dome.

The Capitol Dome is 287 and a

half feet tall.

The US Botanic Garden is part

of the Capitol complex.

Paul Revere was a silver-

smith (he made things out

of silver), he planned ways

for people to be warned dur-

ing the Revolutionary war

and he was a Son of Liber-

ty.

However, Paul is most fa-

mous for his midnight ride.

There is a famous poem

that was written about him

warning the colonists that

the British were coming.

Although his ride is the

most famous, 40 different

riders went through the ar-

ea with the warning. Re-

vere was arrested and ques-

tioned by the British.

Paul Revere – More than Just a Silversmith!

John Hancock – the first to sign!

The US Capitol – The original super dome

Patriot Press Page 2

The Statue of Liberty would fit

inside the dome of the Capitol!

©2013, TESCCC

“The Star Spangled Banner” is

our national anthem. It is the

song that represents our coun-

try. Sometimes you hear it at

athletic events like baseball

games or NASCAR races.

Did you know there are spe-

cial rules for the national an-

them? Citizens are to stand

respectfully with their hands

on their hearts during the

song. Also, they are to either

face the flag or the music. It is

also expected that people will

remove their hats.

The words to the Star Span-

gled Banner were written by

Francis Scott Key in 1841 dur-

ing the Battle of Ft. McHenry.

This took place during the

War of 1812.

The music was written by

John Stafford Smith. The song

became our national anthem

in 1931.

day for decorating the gravestones of

veterans who have died.

Patriotic Celebrations help us remem-

ber our country’s history and some of

the important people that shaped our

country.

Some of the patriotic celebrations that

we will learn about in second grade are

Veterans Day, Independence Day, and

Memorial Day.

Veterans Day is November 11th each

year. Communities use this day to hon-

or and remember people who have

served in the military.

Independence Day is celebrated July

4th. This is the anniversary of the sign-

ing of Declaration of Independence. It

is usually celebrated with fireworks.

Memorial Day is celebrated on the last

Monday in May. It is a day to remem-

ber those who died in service to our

country. Many communities choose this

The Pledge of Allegiance

I pledge allegiance to the flag

of the United States of America

and to the republic, for which is stands

one nation under God

Indivisible

With liberty and justice for all.

In Texas, we say the pledge to the

United States flag and the pledge to

the Texas flag every day.

We stand facing the flag and put our

right hand on our heart while we say

the pledge.

A pledge is a promise. It is important

to understand what we are promising

to do when we recite the pledge.

The pledge was originally written in

1892 but is has been changed over

the years.

The Star Spangled Banner – Do you know what to do?

Patriotic Celebrations!

The Pledge of Allegiance

Page 3 Volume 1, Issue 1

©2013, TESCCC

izenship and to show

love for our country.

Look online and read

parts of the Constitu-

tion. Older students in

your school will be

learning to read the

preamble (beginning) of

the Constitution.

Constitution Day

Photo credit (all):

Microsoft. (Designer). (2010). Clip

art [Web Graphic]. Retrieved

from http://office.microsoft.com/

en-us/images/

Our Constitution (the

set of laws that forms

our rights and responsi-

bilities as citizens) was

signed on September

17, 1787.

Constitution Day is cel-

ebrated in public

schools all over the na-

tion. This is a day to

learn about our rights

and responsibilities, cit-

S o c i a l S t u d i es

Grade 2 Social Studies

Unit: 03 Lesson: 01

©2012, TESCCC 03/30/12 page 1 of 1

 

Sketch and Scribe: Symbols, Buildings and Monuments

The White House 1.

2.

3.

The Capitol 1.

2.

3.

Uncle Sam 1.

2.

3.

The Bald Eagle 1.

2.

3.

The Rose 1.

2.

3.

The U.S. Flag 1.

2.

3.

  Grade 2 Social Studies

Unit: 03 Lesson: 01

©2012, TESCCC 03/02/12 page 1 of 1

Historical Figures Graphic Organizer

  Grade 2 Social Studies

Unit: 03 Lesson: 01

©2012, TESCCC 03/02/12 page 1 of 1

Celebrate Freedom Week Map Instructions

Use an atlas to help identify where to draw things on the U.S. map.

1. Draw an eagle on the state of Minnesota. This is the home of the National Eagle Center. The Bald Eagle is our nation’s bird. It is a symbol of freedom.

2. Draw a red rose on Virginia. This is where George Washington’s home is. He bred roses at Mount Vernon.

3. Draw a quill pen on Pennsylvania. This is the state where John Hancock signed the Declaration of Independence. The Declaration of Independence was a letter to the King of England declaring that we wanted our freedom.

4. Draw a lantern on Massachusetts. This is the state where Paul Revere made his ride. He rode to warn others the British were coming, so they could fight for freedom.

5. Draw a star on Washington, D.C. This is our nation’s capital and home of the White House and U.S. Capitol.

6. Draw a top hat on New York. This is the state that was home to Sam Wilson, who Uncle Sam was named for. Uncle Sam is a patriotic symbol. He was used to recruit soldiers.

7. Draw a U.S. Flag on Texas. One of the stars on the flag stands for our state. The Flag is a symbol of bravery and freedom.

Grade 02 Social Studies

Unit: 03 Lesson: 01

Celebrate Freedom Week Matching Cards

©2012, TESCCC 04/05/13 Page 1 of 3

The Bald Eagle is our national bird and a symbol of freedom.

The red rose is our national flower, a

reminder of the rose garden of the White

House.

The U.S. flag. The 50 stars represent the 50

states and the 13 stripes represent the original 13 colonies.

Grade 02 Social Studies

Unit: 03 Lesson: 01

Celebrate Freedom Week Matching Cards

©2012, TESCCC 04/05/13 Page 2 of 3

Uncle Sam is a symbol of bravery and

freedom for the United States. He was used on recruiting posters.

The pledge to the flag

is a promise to be loyal to the United States. It promises

liberty or freedom to all.

The White House is the home of the US

president. It is open to the public and many people visit it each

year.

Grade 02 Social Studies

Unit: 03 Lesson: 01

Celebrate Freedom Week Matching Cards

©2012, TESCCC 04/05/13 Page 3 of 3

The U.S. capitol is where our nation’s

laws are made. It is in Washington, D.C.

Fireworks are a

traditional part of the 4th of July. On the 4th, we

celebrate our independence or

freedom from England.

On Memorial Day, people across the nation remember

military members that died protecting

America’s freedom.

All: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/