h) Unit Plan- Presidents of The United States Grade 2

Running Head: SECOND GRADE PRESIDENTS 1

President of The United States

Unit Plan

Presented to

Joan M. Kern, Ph. D.

Department of Education

Cedar Crest College

In Partial Fulfillment

of the Requirements for

EDU 374 Professional Seminar

by

Eva Barrett

March 9th, 2016

SECOND GRADE PRESIDENTS

2

Table of Contents

Overview………………………………………………………………………………………… 3

Goals and Objectives…………………………………………………………...…………………5

Cognitive …………………………………………………………………………...……………..5

Affective…………………………………………………………………………………………..7

Psychomotor………………………………………………………………………………………8

Content Outline………………………………………………………………………...………….9

Lesson Plans………………………………………………………………………………….…..10

What is a President? ……………………………………………………………………………..10

Introduction to George Washington …………………..…………………………………………13

George Washington; A National Leader ……………………………………………….…….… 16

Introduction to Abraham Lincoln …………………………………………………….…………18

Abraham Lincoln; A National Hero …………………………………………………………….21

Mount Rushmore; A National Monument……………………………………………………… 23

Thomas Jefferson; A Founding Father …………………………….……………………………25

Theodore Roosevelt; People’s President ………………….…………………………….………28

Barack Obama; Change ……………………………………..……………………………..……31

Presidents Review …………………………………………………………….…………………34

Unit Assessment…………………………………………………………………………………36

Handouts/Appendices……………………………………………………………………………44

Resources………………………………………………………………………………………...59


3

Overview

This unit will focus on the four, perhaps most historic Presidents George Washington,

Abraham Lincoln, Thomas Jefferson, and Theodore Roosevelt. This unit will also review the

current President in one lesson as well. The purpose of this unit is to begin to introduce students

to the ideas of government and presidency in the United States. Students should begin to develop

an understanding of, and appreciation for Presidents of the United States of America. It is

important for students to begin to understand and value Presidents as citizens of the U.S., for

they will need this knowledge in adulthood when voting and becoming more involved in politics

and government matters.

This lesson is meant to be taught to second graders, however it may be appropriate for

third grade students as well. The academic standards being covered include English Language

Arts, History, as well as Civics and Government. Certain third grade standards are not meant to

be fully covered, but meant to be introduced in this unit. This unit is developmentally appropriate

for second and third grade students, as it provides them with background knowledge which will

make the concepts of Presidents and Historical Documents in greater depth, come with more

ease in grades following. This unit meets learning and development objectives in all domains

including cognitive, affective, and psychomotor. Learning activities vary. Skills and activities

include, but are not limited to cutting and gluing, writing, listening, opinion forming, and

speaking.

This unit is also appropriate to be taught near President’s Day, as it recognizes the

accomplishments of George Washington and Abraham Lincoln. The national monument Mount

Rushmore lends itself to this unit, as it contains the faces of the four presidents being covered.

This unit contains ten lessons, including a summative exam at it’s conclusion. With lesson being


4

approximately thirty minutes each, this unit should be completed within ten to twelve school

days, or two to three school weeks.


5

Goals and Objectives

Cognitive Domain

Students will be able to identify one key role of the President of the United States given

information read aloud.

Students will be able to apply what they know about George Washington to identify how

he would be considered a leader given group discussion.

Students will be able to apply characteristics of a leader to other individuals and figures

that they know about given group consensus on the definition of a leader.

Students will be able to identify one fact about Abraham Lincoln, given a read aloud and

a review of information.

Students will be able to apply what they know about Abraham Lincoln to identify how he

would be considered a hero given group discussion.

Students will be able to apply characteristics of a hero to other individuals and figures

that they know about given group discussion.

Students will be able to identify Mount Rushmore as a “national monument,” given

questioning.

Students will be able to identify one fact related to Thomas Jefferson given a read aloud

and a review of information.

Students will be able to identify one fact related to Theodore Roosevelt given a read

aloud and a review of information.

Students will be able to identify one fact related to Barack Obama given a read aloud and

discussion.


6

Students will be able to identify three key roles of the President of the United States with

100% accuracy given a review.


7

Affective Domain

Students will be able to construct an opinion as to what qualities they would like to see in

individuals being recognized in a national monument given an open ended question

prompt.

Students will be able to construct at least one characteristic of a leader given group

discussion.

Students will be able to construct at least one characteristic of what they consider a hero

to be given group discussion.

Students will be able to make connections in order to understand that the Presidents

included on Mount Rushmore were recognized as very important men given an open

ended response question.

Students will be able to choose at least one quality that people should possess in order to

deserve recognition on a large scale, given and open ended test prompt.


8

Psychomotor Domain

Students will be able to write two sentences to explain one idea of something they

could do as the President for the entire country given information about the role of the

President.

Students will be able to map five items on a timeline given group instruction.

Students will be able to complete a formal test of information related to

Presidents, including circling multiple choice responses, filling in answers, and writing

with 100% accuracy, given review.


9

Content Outline

I. Introduction to Presidents; President’s Day

a. What is a President?

b. George Washington

i. Introduction to George Washington

ii. George Washington; A National Leader

c. Abraham Lincoln

i. Introduction to Abraham Lincoln

ii. Abraham Lincoln; A National Hero

II. Mount Rushmore; A National Monument

III. Other Significant Presidents

a. Thomas Jefferson; A Founding Father

b. Theodore Roosevelt; People’s President

IV. Our President Today

a. Barack Obama; Change

V. Conclusion

a. Review and Final Test


10

Lesson Plans

Miss Eva Barrett

What is a President? Time: 30 minutes

Grade: 2 Rationale: Students should understand the role of a President as U.S. citizens.

Objectives:

Students will be able to identify one key role of the President of the United States given information read aloud.

Students will be able to write two sentences to explain one idea of something they could do as the President for the entire country given information about the role of the President.

PDE/National Standards

8.3.3.A

Identify and describe the social, political, cultural, and economic contributions of individuals and and groups in United States history.

CC.1.4.2.L

Demonstrate a grade appropriate command of the conventions of standard English grammar and

spelling.

Materials:

Book: I Wish I Knew That: U.S. Presidents: Cool Stuff You Need To Know

KWL Chart

Writing Paper

“If I were President…” Sheets (See Appendices i)

Presidential Seal cut-outs

Twistables

Glue

Scissors

Pencils

Erasers

Project example

Introduction: Call students by row to blue chair. Ask students if they know what holiday is

coming up in a couple of weeks. Discuss with students what they know about a President and what the President of the United States does. Focus discussion and questions around who the President works for, who he works with, and what a President does in general. Write information

discussed in the K section of the KWL chart.

Procedures/Strategies:

Read students I Wish I Knew That: U.S. Presidents: Cool Stuff You Need To Know.

Ask students what the President does based on the story. Reread lines to remind students.


11

Emphasize that a President can only serve two terms. This means the President can only

be President four or eight years. There have been 44 U.S. Presidents.

Tell students that there are specific requirements to being President. Explain the credentials: Must be born in the United States, must have lived in the United States for

fourteen years, and must be 35 years of age or older.

Go over points that students share about what a President does.

Discuss that Presidents must be familiar with the law, are often involved in the military, and have to work with other nations of the world.

Pull out three general categories: Enforce laws, lead the military, and keep peace.

Add these to the L section of the KWL chart.

Work with students to draw similarities between the President of the United States and the principal of their school.

Explain to students that they will be making President projects, and show them an example. (Leave out sentence to allow creative responses)

Send students back to their seats. Explain directions: First, write two sentences about what you would do as President, then get checked, then pick up project seal and glue it to

your paper. Finally, color in your project.

Call on a few students to repeat the directions back to you.

Pass out writing paper.

Project writing paper on the board and tell children to watch. Tell them that they must

first choose one of the roles of a President. They should add detail in the second sentence. Model writing the sentences for students while referencing notes on the board.

Solicit student input by reminding students about what they shared.

Hang KWL chart and notes so children can recall the three main roles of a President.

Direct student to the points they listed on the board. Emphasize that the President works for the interest of the United States citizens.

Tell students to begin writing. When they have finished they should read while raising a hand to be checked.

Monitor students as they write.

When students have been checked, they may be given a seal to glue and color.

Finished projects may go on the blue table, and students may read.

Accommodations: Directions will be given multiple times, as steps. Closure: Once all students are finished, tell students that you will allow two students that were

working hard to share. Call on students to come to the front of the room and read their project. Tell students that projects will be displayed, and we will learn more about what Presidents have

done. Evaluation: (students)

Informal: Students will be observed while participating in discussion about what President do.

Students will be assessed based on ability to write a sentence that includes at least one of the three main roles of the President that were discussed.


12

Students will be assessed on their ability to write about something they would do as the President for the entire country.

Next Step: Students will continue to learn about Presidents, and the accomplishments of certain

Presidents in U.S. history.


13

Miss Eva Barrett Introduction to George Washington

Time: 30 minutes Grade: 2

Rationale: As U.S. citizens, students should understand the role of the Presidents, past and present, as well as their notable accomplishments.

Objectives:

Students will be able to identify one fact about George Washington given a read aloud and a review of information.

Students will be able to map one event on a timeline given group instruction.


8.1.2.A

Read and interpret information on simple timelines.

8.3.3.A


CC.1.4.2.L


spelling. CC.1.5.2.B

Recount or describe key ideas, or details, from a text read aloud or information presented orally

or through other media.

Materials:


Book: George Washington: Young Leader

Picture of George Washington (See Appendices xi)

Timeline paper

George Washington cut outs (See Appendices ii)

Sentence Squares (See Appendices viii)

Twistables

Pencils

Rulers

Scissors

Glue

KWL chart

Introduction: Call students by row to the blue chair. Display KWL chart. Review the with students the three main roles of the President and what else they learned about Presidents in the

lesson prior. Ask students if they have ever heard the name George Washington. Show students a picture of George Washington. Tell students that George Washington was the first President of

the United States and we will be talking about him today.


14


Explain to students that George Washington was the first President of the United States

and he was involved with our nation beginning.

Tell students that the United States was part of England until the Revolutionary War was

over and the Declaration of Independence was written.

The new country formed was called the United States, and they did not want a king, so

they decided to have a President.

Read to students about George Washington from I Wish I Knew That: U.S. Presidents:

Cool Stuff You Need To Know, and George Washington: Young Leader.

After reading tell students to turn to a partner and share what they learned about George

Washington.

Bring attention to the KWL chart and call on students to add information to the L section

of the KWL chart.

Show students a Presidents timeline. Explain to students that a timeline shows events in

time order. The left shows the oldest or first events, and the right side shows the newest or current events.

Ask students to tell you where on a timeline of President George Washington would be

listed.

Explain that George Washington will be mapped on the timeline at the far left since he is

our first President. The remainder of the timeline will have more Presidents that followed George Washington.

Ask students if they recall the date that the first President, George Washington became President. Write 1789 on the timeline at the far left.

Model gluing George Washington’s picture on the timeline, and a sentence square.

Tell students that they will be taking timeline paper and mapping George Washington as

well.

Send students to collect materials and go back to their seats. They should wait for more

instructions before they begin.

Tell students that they should carefully glue their picture and their sentence square on

their timeline, using plenty of glue.

They must also include a fact that they think is the most important thing they learned

about George Washington in their sentence square, once it is glued.

Model writing a fact about George Washington to the timeline in the sentence square.

Project KWL chart with information about George Washington as students work.

Monitor students as they work.

Students must raise their hands when they have finished writing to be checked.

Go over what facts they listed as the most important.

When students finish they should place timelines in a pile on the back table. These will be continued.

Accommodations: Directions will be given multiple times, as steps.

Closure: Tell students to stand up at their seats. Read facts to students that are either true or false about George Washington from a George Washington fact card. Tell students to raise their hand

if the facts are true and to touch their knees if the fact is false. Monitor participation.


15

Evaluation: (students)

Informal: Students will be assessed based on ability to write one fact about George Washington in an

appropriate area on their timelines. Students will be observed while participating in a fast fact game about George Washington.

Next Step: Students will discuss George Washington further.


16

Miss Eva Barrett George Washington; A National Leader



Objectives:

Students will be able to construct at least one characteristic of a leader given group discussion.

Students will be able to apply what they know about George Washington to identify how he would be considered a leader given group discussion.

Students will be able to apply characteristics of a leader to other individuals and figures



CC.1.5.2.B

Recount or describe key ideas, or details, from a text read aloud or information presented orally or through other media. 8.3.3.A


5.2.3.C

Identify leadership and public service opportunities in the school, community, state, and nation.

Materials:

George Washington Video Clip

KWL chart

Chart Paper

Presidents Power Point (See Appendices xi)

Introduction: Show students a picture of George Washington, and ask students to echo his name. Ask students to share what they know can recall about him. Play a video clip about George

Washington. Show students the KWL chart that they filled out with information about George Washington. Review KWL chart with students and write “leader” on the board, and tell students that George Washington was a leader, and that is what they will be thinking about today.


Tell students that you will project a few questions on the board.

Project: What is a leader? What did George Washington lead? Who else is a leader?

Have students echo the word “leader.” Tell students that a leader is someone who guides others. A leader is sometimes, but not always the first to do something.

Tell students to turn and talk to the person next to them about the questions projected.

Combine student pairs and tell them to go over the questions once again with a larger

group.


17

Call on groups of four to stand up and share what they discussed for the first question.

Take notes on chart paper. Do this for the next two questions.

Have students echo the word “leader,” and tell them that all U.S. President are considered leaders because they lead the country, but George Washington could be considered the

leader among U.S. Presidents.

Accommodations: Directions will be given multiple times, in small steps. Closure: Tell students to stand up at their seats. Read facts to students that are either true or false

about George Washington. Tell students to raise their hand if the facts are true and to touch their knees if the fact is false. Monitor participation.

Evaluation: (students) Informal:

Students will be observed while participating in a fast fact game about George Washington. Students will be observed while participating in group discussion on leaders.

Next Step: Students will be introduced to Abraham Lincoln.


18

Miss Eva Barrett Introduction to Abraham Lincoln



Objectives:

Students will be able to identify one fact about Abraham Lincoln, given a read aloud and a review of information.



8.1.2.A


8.3.3.A


CC.1.4.2.L


spelling. CC.1.5.2.B

Recount or describe key ideas, or details, from a text read aloud or information presented orally

or through other media. 5.1.3.D Identify key ideas about government found in significant documents: • Declaration of Independence

• United States Constitution

• Bill of Rights

• Pennsylvania Constitution

Materials:


Book: Abe Lincoln: The Young Years

Picture of Abraham Lincoln (See Appendices xi)

Timeline paper

Abraham Lincoln cut outs (See Appendices iii)


Twistables

Pencils

Rulers

Scissors

Glue

KWL chart


19

Introduction: Call students by row to the blue chair. Display KWL chart. Review the with students the three main roles of the President and what they learned about George Washington.

Ask students if they have ever heard the name Abraham Lincoln. Show students a picture of Abraham Lincoln. Tell students that Abraham Lincoln was the 16th President of the United

States and we will be talking about him today. Procedures/Strategies:

Explain to students that Abraham Lincoln was involved with keeping our nation together during the Civil War.

Read to students about Abraham Lincoln from I Wish I Knew That: U.S. Presidents: Cool Stuff You Need To Know, and Abe Lincoln: The Young Years

After reading tell students to turn to a partner and share what they learned about Abraham Lincoln.

Tell students that the United States was divided into North and South during the Civil War.

Explain that slavery was an issue that involved people being bought and forced to work as servants for no money just based on their skin color. It was very wrong and unfair.

Tell students that Abraham Lincoln wanted to end slavery and he wrote a document called the “Emancipation Proclamation” that ended slavery. Have students echo “Emancipation Proclamation.”

Bring attention to the KWL chart and call on students to add information to the L section of the KWL chart.

Show students the Presidents timeline. Remind students that a timeline shows events in time order. The left shows the oldest or first events, and the right side shows the newest

or current events.

Ask students to tell you where on a timeline of President Abraham Lincoln would be

listed in relation to George Washington.

Explain that Abraham Lincoln should be mapped near the center of the timeline. This is

because we will discuss the third president, and since Abraham Lincoln is the 16 th President he should come a couple spaces after.

Ask students if they recall the date that the first President, George Washington became

President. Write 1861 on the timeline towards the center.

Model gluing Abraham Lincoln’s picture on the timeline, and a sentence square.

Tell students that they will be taking timeline paper and mapping Abraham Lincoln as well.

Send students to collect materials and go back to their seats. They should wait for more instructions before they begin.

Tell students that they should carefully glue their picture and their sentence square on their timeline, using plenty of glue.

They must also include a fact that they think is the most important thing they learned about Abraham Lincoln in their sentence square, once it is glued.

Model writing a fact about Abraham Lincoln to the timeline in the sentence square.

Project KWL chart with information about Abraham Lincoln as students work.

Monitor students as they work.

Students must raise their hands when they have finished writing to be checked.


20

Go over what facts they listed as the most important.

When students finish they should place timelines in a pile on the back table. These will be continued.


Closure: Tell students to stand up at their seats. Read facts to students that are either true or false about Abraham Lincoln from an Abraham Lincoln fact card. Tell students to raise their hand if the facts are true and to touch their knees if the fact is false. Monitor participation.


Informal: Students will be assessed based on ability to write one fact about Abraham Lincoln in an appropriate area on their timelines.

Students will be observed while participating in a fast fact game about Abraham Lincoln.

Next Step: Students will discuss Abraham Lincoln further.


21

Miss Eva Barrett Abraham Lincoln; A National Hero



Objectives:

Students will be able to construct at least one characteristic of what they consider a hero to be given group discussion.

Students will be able to apply what they know about Abraham Lincoln to identify how he would be considered a hero given group discussion.

Students will be able to apply characteristics of a hero to other individuals and figures



CC.1.5.2.B

Recount or describe key ideas, or details, from a text read aloud or information presented orally or through other media. 8.3.3.A


Materials:

Abraham Lincoln Video Clip

KWL chart

Chart Paper


Introduction: Show students a picture of Abraham Lincoln, and ask students to echo his name. Ask students to share what they know can recall about him. Play a video clip about Abraham

Lincoln. Show students the KWL chart that they filled out with information about Abraham Lincoln. Review KWL chart with students and write “hero” on the board, and tell students that

Abraham Lincoln was a hero, and that is what they will be thinking about today. Procedures/Strategies:

Tell students that you will project a few questions on the board.

Project: What does is mean to be a hero? How was Abraham Lincoln a hero? What other

heroes do you know? Why are they heroes?

Have students echo the word “hero.” Tell students that a hero is someone who helps other

people or things when they are in trouble.

Tell students to turn and talk to the person next to them about the questions projected.

Combine student pairs and tell them to go over the questions once again with a larger group.


22

Call on groups of four to stand up and share what they discussed for the first question.


Have students echo the word “hero,” and tell them that Abraham Lincoln is considered a hero because he saved our nation from splitting during the Civil War, and he helped end

slavery, which saved the freedom people who were slaves.

Accommodations: Directions will be given multiple times, in small steps. Closure: Tell students to stand up at their seats. Read facts to students that are either true or false

about about Abraham Lincoln. Tell students to raise their hand if the facts are true and to touch their knees if the fact is false. Monitor participation.


Students will be observed while participating in a fast fact game about Abraham Lincoln. Students will be observed while participating in group discussion on heroes.

Next Step: Students will learn about the national monument Mount Rushmore, which includes the faces of presidents they have discussed, and presidents that they will discuss.


23

Miss Eva Barrett Mount Rushmore; A National Monument


Rationale: As U.S. citizens, students should understand the role of the Presidents in society today. Past Presidents and their accomplishments need to be understood in order to understand

the layout of our modern day government and the modern day role of the President. Mount Rushmore is a significant monument in the United States that recognizes certain Presidents, and

can allow students to make a connection between Presidents, as well as understand the significance of national monuments.

Objectives:

Students will be able to identify Mount Rushmore as a “national monument,” given

questioning.

Students will be able to make connections in order to understand that the Presidents

included on Mount Rushmore were recognized as very important men given an open ended response question.


8.1.2.C

Apply sources of historical information. 8.3.3.B

Identify and describe historical documents, artifacts, and places critical to United States history.

Materials:

“Making Mount Rushmore” video

Live cam of Mount Rushmore

Mount Rushmore Packet (See Appendices vii)

Twistables

Pencils


Book: The Story of Mount Rushmore

Introduction: Show students the live camera of Mount Rushmore. Ask students what they think they are looking at. Ask students if they can recognize the Presidents they discussed. Inform the

class that today they will be learning about Mount Rushmore, which is a monument that recognizes Presidents that we discussed.

Procedures/ Strategies:

Have students break into groups and stand near desks. Tell groups that they will be doing

some thinking and discussing.

Tell students that Mount Rushmore is a monument that was created in South Dakota on

the side of a mountain. Explain that national monuments recognize our country’s history, and people go to visit them.

Tell students to talk to their groups about a monument they know about or have visited.


24

Have student groups share whether or not they would want to visit Mount Rushmore, and

why Mount Rushmore might appeal to all Americans. Has anyone ever visited South Dakota?

Call on student groups to share their discussion points.

Call students over to the carpet in front of the blue chair. Read pieces of the book, The Story of Mount Rushmore to students. Stop and open discussion while reading.

After reading ask students again why Mount Rushmore might appeal to all Americans. Talk to students about the Presidents that were chosen to be part of Mount Rushmore.

Emphasize that Mount Rushmore is permanent and the faces chosen had to be people that were worth recognizing for their accomplishments.

Send students back to desk and pass out Mount Rushmore packets.

Explain directions, and tell students they may begin.

When students have finished answering all questions, they may color their picture of Mount Rushmore.

Accommodations: Directions will be given multiple times, as steps. Written partial explanations to copy will be provided for students that need assistance with their packets on the open ended

question.

Closure: Tell students to pack away Mount Rushmore packets to study. Ask a student to stand up and tell you what they wrote as to what a national monument is. Call on students standing quietly raising their hands. Ask a student to share why they think George Washington and

Abraham Lincoln were included as part of Mount Rushmore. Tell students that they will learn more about the other two presidents included on Mount Rushmore in days to come. Play

“Making Mount Rushmore” video for students. Evaluation: (students)

Informal:

Students packets will be spot checked as students complete them.

Students will be observed when verbally responding to questions about Mount Rushmore. Next Step: Students will continue to learn about Presidents, specifically Thomas Jefferson,

Theodore Roosevelt, and Barack Obama.


25

Miss Eva Barrett Thomas Jefferson; A Founding Father



Objectives:

Students will be able to identify one fact related to Thomas Jefferson given a read aloud and a review of information.



8.1.2.A


8.3.3.A


Materials:

Book: Thomas Jefferson

Thomas Jefferson Brain pop video.

Timeline paper

Thomas Jefferson cut outs (See Appendices iv)


Twistables

Pencils

Scissors

Glue

KWL chart

Chart Paper

President’s Powerpoint (See Appendices xi)

Thomas Jefferson Fast Facts card

White board hands

Students Whiteboard markers

Student Whiteboard erasers

Introduction: Show students a picture of a two-dollar bill. Pass around a two-dollar bill. Remind students of who they have discussed. Remind them that they talked about the first President of

the United States, and the 16th President. Tell them that today they will learn about the third president.


Call students by row to come sit down in front of the blue chair.


26

Have students echo that Thomas Jefferson was the third President.

Point to KWL chart and review facts that have been learned briefly.

Explain that Thomas Jefferson was a founding father, because he was involved with the

beginning of the United States.

Tell students that Thomas Jefferson was Vice President to John Adams, who was our

second president.

Explain that Thomas Jefferson was one of the main writers of the Declaration of

Independence. Have student echo “Declaration of Independence.”

Ask students what declare means. Remind them that it means to make something known. Explain that independent means to be by yourself, or do things by yourself. Tell students

that the Declaration of Independence was a written document that said the United States of America was its own country, separate from England.

Tell students to listen for information about Thomas Jefferson while you read a story about him.

Read a short bit about Thomas Jefferson from Thomas Jefferson by Simone T. Ribke.

Once again, have students echo “Declaration of Independence.”

Ask students to share facts they can recall about Thomas Jefferson.

Send students back to seats. Play video clip about Thomas Jefferson for students.

Ask students to share facts about Thomas Jefferson and add them to the KWL chart.

Bring up presidents power point to the section about “Founding Fathers.”

Read the questions to students and tell them to think about them quietly.

Tell students to turn to their shoulder partners and discuss their ideas.

Combine student pairs and tell them to go over the questions once again with a larger

group.

Call on groups of four to stand up and share what they discussed for the first question. Take notes on chart paper. Do this for the next two questions.

Be sure to explain that George Washington was a founding father because he was part of the beginning of our country.

Call students to collect timeline papers, glue sticks, Thomas Jefferson faces, and lined papers for their timelines.

Show students the example timeline paper on the board. Re-explain what a timeline is to students.

Model adding Thomas Jefferson’s face and lined paper to the timeline following George Washington.

Ask students if they recall the date that the third President, Thomas Jefferson became President. Tell students to write the date 1801 above Thomas Jefferson’s head on their

timelines. Model this.

Tell students to write on the lined paper that Thomas Jefferson was our third president

and one way Thomas Jefferson was important. Model writing the beginning of the sentence on the board: Thomas Jefferson….

Remind students of what they have learned and discussed about Thomas Jefferson.

Tell students to use good handwriting and write on their timelines.

Project KWL chart with information and notes about being a “Founding Father” as

students work.

Monitor Student work.


27

When students finish they should place timelines in a pile on the back table. These will

be continued.


Closure: Tell students to stand up at their seats. Distribute whiteboard hands, markers, and

erasers. Read facts to students that are either true or false about Thomas Jefferson. Tell students to raise their whiteboard hands with true or false if the facts are true and to touch their knees if the fact is false. Monitor participation. Collect materials when finished.


Informal: Students will be observed while participating in a fast fact game about Thomas Jefferson. Students will be assessed based on ability to write one fact about Thomas Jefferson in an

appropriate area on their timelines.

Next Step: Students will learn about Theodore “Teddy” Roosevelt.


28

Miss Eva Barrett Theodore Roosevelt; People’s President



Objectives:

Students will be able to identify one fact related to Theodore Roosevelt given a read aloud and a review of information.



8.1.2.A


8.3.3.A


CC.1.4.2.B

Identify and introduce a topic.

Materials:

Book: Teddy Roosevelt: The People’s President

Theodore Roosevelt Brain pop video.

Timeline paper

Theodore Roosevelt cut outs (See Appendices v)


Twistables

Pencils

Scissors

Glue

KWL chart

Chart Paper


Theodore Roosevelt Fast Facts card

Introduction: Show students the picture of the Teddy Bear. Ask them to tell you why it is named “Teddy” Bear. Remind them that they talked about the first President of the United States, the

16th President, and the third President. Tell them that today they will learn about the 26 th President of the United States. His nickname was Teddy Roosevelt.



29

Tell students Theodore Roosevelt was called a “People’s President.” He was called this

because many Americans could relate to him. For example, he had many children that he enjoyed spending time with.

Tell the class that Theodore Roosevelt was a governor, a Vice President, and was in the

military. Draw connections to other presidents that have been discussed. Solicit student input.

Explain to students that Theodore Roosevelt was very adamant about protecting our country’s wildlife and animals. For this reason, a very popular children’s toy took his

name. Ask students if they can figure out what the toy would be. They may discuss it with their shoulder partners.

Tell students the toy is the “Teddy Bear.”

Fill out W section of KWL chart with students.

Show students KWL chart.


Have students echo that Theodore Roosevelt was the 26thPresident.

Read a short bit about Theodore Roosevelt form the book Teddy Roosevelt: The People’s

President.

Ask students what they can recall from the story. They should raise their hands to answer.

Send students back to their seats by row.

Ask students to share facts about Theodore Roosevelt and add them to the L section of

the KWL chart.

Play a video clip about Theodore Roosevelt for students.

Bring up the Presidents Power Point to the slide with “Theodore Roosevelt” questions.

Read the questions to students: Why do you think they named the Teddy Bear after

Theodore Roosevelt? Was Theodore Roosevelt a Founding Father? Was Theodore Roosevelt a leader?

Tell them to think about the questions quietly.

Tell students to stand up and turn to their shoulder partners and discuss their ideas.

Combine student pairs and tell them to go over the questions once again with a larger group.

Call on groups of four to stand up and share what they discussed for the first question. Take notes on chart paper. Do this for the next two questions.

Call students to collect timeline papers, glue sticks, Theodore Roosevelt faces, and lined papers for their timelines.

Model adding Theodore Roosevelt’s face and lined paper to the timeline following Abraham Lincoln.

Model writing 1901 below his head. Tell students that 1901 is the years he became our

26th president.

Tell students to write on the lined paper that Theodore Roosevelt was our 26 th President

and a fact about him. Model writing the beginning of the sentence on the board: “Theodore Roosevelt…”


Project KWL chart with information and notes about Theodore Roosevelt.



30


be continued.


Closure: Tell students to stand up at their seats. Read facts to students that are either true or false

about Theodore Roosevelt. Tell students to raise their hand if the facts are true and to touch their knees if the fact is false. Monitor participation.


Students will be observed while participating in a fast fact game about Theodore Roosevelt. Students will be assessed based on ability to write one fact about Theodore Roosevelt in an appropriate area on their timelines.

Next Step: Students will learn about our current president Barrack Obama.


31

Miss Eva Barrett Barack Obama; Change



Objectives:

Students will be able to identify one fact related to Barack Obama given a read aloud and discussion.



8.1.2.A


8.3.3.A


Materials:

Book: Barack Obama: Son of Promise, Child of Hope

Barack Obama Brain pop video.

Timeline paper

Barack Obama cut outs (See Appendices vi)


Twistables

Pencils

Scissors

Glue

KWL chart

Chart Paper


Barack Obama Fast Facts card

Introduction: Show students a picture of Barack Obama. Ask students to raise their hand if they

know who is in the picture. Remind students that they have been learning about presidents of the past. Tell the class that today they will be learning about our current president, Barack Obama.


Ask students if they have any idea when Barack Obama became President. Tell them that

he was elected in 2008, and has been in office since 2009.

Ask students how many years he has been president, and then how many terms he has

served. Remind students that each term is four years.


32

Explain that Barack Obama has made a lot of changes with the intentions of improving

our nation, as most presidents hope to do.

Tell students that Barack Obama is the first black president that the United States has ever had.

Show students KWL chart. Remind students that we have had 44 presidents. Then ask them what number president Barack Obama is. Tell them that he is president 44.

Fill out the K and W sections of the KWL chart with students.


Have students echo that Barack Obama is our 44th President.

Read a short bit about Barack Obama from a library book.

Ask students to share interesting details they learned about Barrack Obama form the

library book.

Send students back to seats by rows.

Ask students to share facts about Barack Obama and add them to the KWL chart.

Play video clip about Barack Obama for students. Talk to students about Barack Obama

working for improvement and positive change.

Bring up the presidents power point slide with questions about “Barack Obama.”

Read the questions to students and tell them to think about them quietly.

Tell students to turn to their shoulder partners and discuss their ideas.

Call on students to share their thoughts.

Explain to students that presidents are always working to do the bets they can for the

people of their country, which is what President Barack Obama is trying to do.


Call students to collect timeline papers, glue sticks, Barack Obama faces, and lined papers for their timelines.

Model adding Barack Obama’s face and lined paper to the timeline following Theodore Roosevelt.

Model writing 2009 below his head.

Tell students to write on the lined paper that Barack Obama is our 44th President and a

fact about him. Model writing the beginning of the sentence on the board: “Barack Obama…”


Project KWL chart with information and notes about Barack Obama.



be continued.


Closure: Tell students to stand up at their seats. Read facts to students that are either true or false

about Barack Obama. Tell students to raise their hand if the facts are true and to touch their knees if the fact is false. Monitor participation.



33

Students will be observed while participating in a fast fact game about Barack Obama.

Students will be assessed based on ability to write one fact about Barack Obama in an appropriate area on their timelines.

Students will be observed during discussion about Barack Obama and change. Next Step: Students will review presidents and be tested on content.


34

Miss Eva Barrett Presidents Review


Rationale: Students should understand the role of a President as U.S. citizens, as well as their notable accomplishments.

Objectives:

Students will be able to identify three key roles of the President of the United States with 100% accuracy given a review.

Students will be able to complete a formal test of information related to Presidents, including circling multiple choice responses, filling in answers, and writing with 100% accuracy, given review.

Students will be able to choose at least one quality that people should possess in order to deserve recognition on a large scale, given and open ended test prompt.


8.1.2.A

Read and interpret information on simple timelines. 8.3.3.A


CC.1.5.2.D

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Materials:

Presidents Study Guide (See Appendices x)

Timeline on white paper (See Appendices ix)

Presidents Test

Test Walls

Pencils

Highlighters

Pictures of U.S. Presidents (See Appendices xi)

Introduction: Call students by row to blue chair. Show students pictures of the Presidents that were discussed in the previous weeks one at a time. Have students name each President and

Mount Rushmore. Tell students that they will be reviewing the accomplishments of the presidents today and deciding which President they really like the best.


Pass out timeline paper and study guides to students and send them back to their desks.

Pass out highlighters to students and tell them to study their study guides and highlight anything they are not familiar with.


35

Project a timeline on the board, and tell students that they will be copying the information

for their first timelines onto a new timeline as a review.

Walk through each President on the timeline and ask for students to share what they know in order to map presidents on the timeline.

Ask students what they think the most important accomplishment of each president is, and tell them to write that on their timelines in each box beneath the President names.

Model adding an accomplishment to a timeline.

Once the timelines are complete, tell students to flip their papers over and think about

which President they like the best based on their accomplishments. They can just note this on the back of their worksheet.

Remind students that this is an opinion activity, so there is no right or wrong answer.

Model making notes for a President on the back of the worksheet. Model sharing the

opinion with another person.

Encourage students to speak in full sentences.

Count students off by fives, and send them to safe spots in the room.

Students should stand up and they will go around clockwise and share which president

they like the best. They must explain why with an accomplishment of the President.

Go around to each group and ask students what they discussed.


Closure: Call on a few students to share what their opinions were. Call students by groups to collect a test and test wall. Tell students to slide timelines and study guides in the keep at home

sides of their folders. Once desks are cleared, besides tests, administer Presidents test to students on the document camera. Collect tests once students have finished.


Students will be observed while participating in group discussion about Presidential accomplishments.

Formal:

Student understanding of presidents will be assessed with a formal test.

Next Step: Students will move onto a different topic in Social Studies.

Evaluation: (self) The teacher will ask themselves the following questions:

Would any additional directions be necessary to make this lesson flow better?

Was I able to observe every student working throughout the lesson?

Did I use positive reinforcement? If so, did it work?

Did I move along with the lesson in a timely manner?


36

Unit Assessment

Name: ________________________________

Presidents Test

Fill In The Blank

The 3 main duties of a President are:

1) _____________________

2) _____________________

3) _____________________

4) How many presidents has the United States had? _______

5) Presidents serve for “terms.” A President can serve _____or

______years.

6) List Presidents in the appropriate place:

(Choices: Barack Obama, George Washington, Abraham Lincoln,

Theodore “Teddy” Roosevelt, Thomas Jefferson)

1st President: __________________

3rd President: __________________


37

16th President: __________________

26th President: __________________

44th President: _______________________

Multiple Choice: (Circle the best answer choice)

1) Teddy Roosevelt was famous for protecting our country’s

____________________.

A. Mountains

B. Wildlife

C. Toys

2) George Washington was our ___________President.

A. Youngest

B. Nicest

C. First


38

3) Thomas Jefferson was a main writer of the

______________________________.

A. Emancipation Proclamation

B. The Declaration of Independence

C. Louisiana Purchase

4) Our current President is _______________________________.

A. Barack Obama

B. Theodore “Teddy” Roosevelt

C. George Washington

5) Mount Rushmore is located in __________________________.

A. South America

B. South Dakota

C. Pennsylvania

6) A President does not…

A. Keep peace with other nations

B. Lead the military

C. Build our homes

7) A leader is someone that…

A. Guides others


39

B. Builds something

C. Is the boss of everything

8) Which of the following people is not a real hero?

A. A doctor

B. Ironman

C. Abraham Lincoln

9) Who is not part of Mount Rushmore?

A. Franklin Roosevelt

B. George Washington

C. Theodore “Teddy” Roosevelt

10) Which of the following men is considered a “founding father”?

A. Barack Obama

B. Theodore “Teddy” Roosevelt

C. Thomas Jefferson

11) Abraham Lincoln wrote the Emancipation Proclamation

that…

A. Gave us independence

B. Ended slavery

C. Gave us land


40

Writing

Think: Why do you think George Washington, Abraham Lincoln,

Thomas Jefferson, and Theodore Roosevelt were included as part of the

national monument, Mount Rushmore?

Write: If you were creating a monument as large and permanent as

Mount Rushmore, what kind of people would you include?

(Explain in at least 3 sentences)

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

________________________________


41


42

Unit Assessment Key

Name: ________________________________

Presidents Test

Key

Fill In The Blank

25 pts

The 3 main duties of a President are:

4) Keep peace

5) Enforce laws

6) Lead the military

4) How many presidents has the United States had? 44

5) Presidents serve for “terms.” A President can serve 4 or 8 years.

6) List Presidents in the appropriate place:

(Choices: Barack Obama, George Washington, Abraham Lincoln,

Theodore “Teddy” Roosevelt, Thomas Jefferson)

1st President: George Washington

3rd President: Thomas Jefferson


43

16th President: Abraham Lincoln

26th President: Theodore Roosevelt

44th President: Barack Obama

Multiple Choice: (Circle the best answer choice)

1) Teddy Roosevelt was famous for protecting our country’s

____________________.

D. Mountains

E. Wildlife

F. Toys

12) George Washington was our ___________President.

D. Youngest

E. Nicest

F. First

13) Thomas Jefferson was a main writer of the

______________________________.


44

D. Emancipation Proclamation

E. The Declaration of Independence

F. Louisiana Purchase

14) Our current President is

_______________________________.

D. Barack Obama

E. Theodore “Teddy” Roosevelt

F. George Washington

15) Mount Rushmore is located in

__________________________.

D. South America

E. South Dakota

F. Pennsylvania

16) A President does not…

D. Keep peace with other nations

E. Lead the military

F. Build our homes

17) A leader is someone that…

D. Guides others


45

E. Builds something

F. Is the boss of everything

18) Which of the following people is not a real hero?

D. A doctor

E. Ironman

F. Abraham Lincoln

19) Who is not part of Mount Rushmore?

D. Franklin Roosevelt

E. George Washington

F. Theodore “Teddy” Roosevelt

20) Which of the following men is considered a “founding father”?

D. Barack Obama

E. Theodore “Teddy” Roosevelt

F. Thomas Jefferson

21) Abraham Lincoln wrote the Emancipation Proclamation

that…

D. Gave us independence

E. Ended slavery

F. Gave us land


46

Writing

Think: Why do you think George Washington, Abraham Lincoln,

Thomas Jefferson, and Theodore Roosevelt were included as part of the

national monument, Mount Rushmore?

Write: If you were creating a monument as large and permanent as

Mount Rushmore, what kind of people would you include?

(Explain in at least 3 sentences)

*Answers will vary. Students must include three sentences and identify

reasons why they think the way they do. Students should include

people that are important to them or society in some way, and include

why they think that way.


47

Handouts/ Appendices

i. If I were President Sheet (Originally horizontal)

President


48

ii. For timelines


49

iii. For timelines


50

iv. For timelines


51

v. For timelines


52

vi. For timelines


53

vii. Mount Rushmore Packets (Originally Horizontal)

1. Why do you think George Washington and Abraham Lincoln were included on Mount

Rushmore?

2. What is a national monument?


54

3. What do you expect to learn about the other presidents on Mount Rushmore, Thomas

Jefferson and Theodore Roosevelt?

viii. Sentence Squares (Cut into squares)


55

ix. Review Timeline (Originally Horizontal)


56

x. Study Guide

Presidents serve in terms. A President serves 4 years or 8 years. The President is an elected leader. This means we vote on the President. The United States has had 44 Presidents so far The President has 3 main duties:

1. Enforce Laws 2. Keep Peace 3. Lead the military

Many presidents are considered heroes. A hero is someone that brings the end to problem to help a group. President may also be leaders. A leader is someone who guides others, and sets a good example.

George Washington Our 1st President 1789 Lived in Virginia Father of Our Country Revolutionary War

Fought for our country’s independence Did not live in the White House. Helped design the White House.


57

Abraham Lincoln

Our 16th President Became president in 1861 Lived in Kentucky Civil War Fought to keep our nation together Wrote the Emancipation Proclamation which ended slavery

Thomas Jefferson

Our 3rd President Became president in 1801 Lived in Virginia Founding Father Main writer of the Declaration of Independence which made America its own country, and no longer part of Great Britain.

Theodore “Teddy” Roosevelt

Our 26th President Became president in 1901 Lived in New York People’s President Wanted to protect our nations wildlife. The Teddy Bear was named after him.


58

Barack Obama Our 44th President Became president in 2009 Lived in Hawaii First African American president of the United States Our current president

Mount Rushmore

South Dakota Mount Rushmore is a monument, which people travel to visit and appreciate Permanent, and built into a mountain Built from 1927- 1941 Includes the heads of: George Washington Thomas Jefferson Abraham Lincoln Theodore Roosevelt.

The presidents included are honored as part of Mount Rushmore for

their important work and accomplishments.


59

xi. Presidents Power Point


60


61


62

Unit Resources

(2016). Barack obama. BrainPOP. Retrieved from

https://www.brainpop.com/socialstudies/famoushistoricalfigures/barackobama/

(2016). Making mount rushmore. TIME FOR KIDS. Retrieved from

http://www.timeforkids.com/photos-video/video/making-mount-rushmore-208266

(2016). Theodore roosevelt. BrainPOP. Retrieved from

https://www.brainpop.com/socialstudies/famoushistoricalfigures/theodoreroosevelt/

(2016). Thomas jefferson. BrainPOP. Retrieved from

https://www.brainpop.com/socialstudies/famoushistoricalfigures/thomasjefferson/

Brandt, Keith. (2001). Abe Lincoln: The young years. United States: Troll Communications

L.L.C..

Disney Educational Productions. "Disney The American Presidents: George Washington."

Online video clip. YouTube. YouTube, 12 Feb. 2012. Web.

Disney Educational Productions. "Disney The American Presidents: Abraham Lincoln." Online

video clip. YouTube. YouTube, 27 Jan. 2010. Web.

Gayle, Sharon. (2004). Teddy roosevelt: The people’s president. New York, NY: ALADDIN

PAPERBACKS.

Grimes, Nikki. (2012, March 6) Barack obama: Son of promise, child of hope. Little Simon.

Halbert, Patricia A.. (2012). I wish I knew that: U.S. presidents: Cool stuff you need to know.

New York, NY: Reader’s Digest Association Inc..

Mount rushmore cam. EarthCam. Retrieved from

http://www.earthcam.com/usa/southdakota/keystone/mountrushmore/


63

Prolman, Marilyn. (1969). The story of mount rushmore. U.S.A: Regensteiner Publishing

Enterprises, Inc..

Ribke, Simone T.. (2015). Thomas jefferson. New York, NY: Scholastic Inc..

Santrey, Laurence. (1982). George washington: Young leader. United States: Troll

Communications L.C.C..

h) Unit Plan- Presidents of The United States Grade 2

Documents

Transcript of h) Unit Plan- Presidents of The United States Grade 2