TEACHER:
CLASS: 5th Grade
DATE: May 2
M T W TH F
FRAME THE LESSON
Celebrating Freedom &
Symbols of Our Nation
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
15A: identify the key elements and the purposes and explain the importance of the Declaration of Independence
17A: explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant
(p. 1-4)
17C: recite and explain the meaning of the Pledge of Allegiance to the United States Flag
17E: explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore 24A:
Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material to acquire information
about the United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:






Identify the intent, meaning, and importance of the Declaration of Independence, the United States Constitution, and
the Bill of Rights.
Study and recite a key passage from the Declaration of Independence.
Explain the meaning of various patriotic symbols and landmarks of the United States.
Identify and explain the meaning of various symbols of Texas.
Identify rules and regulations concerning the United States flag.
Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and to the Texas Flag.
Rigor & Relevance: (Real World Connection)
Vocabulary
Constitution
amendment
Got it Questions
1-7 (p. 0-4)
Stop and Check for Understanding- High Level Questions
Declaration of Independence (p. 0)
 What truths does the passage from the Declaration of Independence say are “self-evident”?
The Constitution and the Bill of Rights (p. 1)
 What is a constitution?
 Why do you think the Constitution has been amended during its history?
 Just from thinking about the term American Revolution and its context in the sentence, how do you think the American Revolution connects to
ideas expressed in America’s founding documents?
Who Protects Our Freedoms? (p. 1)
 What parts of the nation are defended by America’s armed forces?
 Why is it important that the United States be able to defend itself?
 Why do the members of America’s armed forces deserve our gratitude?
Symbols of Our Nation (p. 2)
 What does it mean for certain American principles to be “enduring”?
 Summarize what is known about the history of the character of Uncle Sam.
 What is Uncle Sam’s expression in the poster? Why do you think the artist depicted Uncle Sam with this expression?
 Why is Uncle Sam depicted as an old man with a white beard?
 Describe Uncle Sam’s clothing in the poster, and tell how it can be interpreted as an American patriotic symbol on its own?
Political Symbols (p. 2)
 What do the two symbols representing America’s political parties have in common? In what ways are they different?
National Landmarks (p. 3)
 Why do you thing millions of people visit America’s national landmarks each year?
 What does the White House represent?
 Who was the first American President to live in the White House?
 How are the White House and the Statue of Liberty similar and different?
Mount Rushmore (p. 4)
 Which Presidents are represented in Mount Rushmore?
 What does each President represent?
 Why do you think part of George Washington’s body is complete but not of the other Presidents?
 What questions do you have about Mount Rushmore?
 If there could be another American leader added to Mount Rushmore, whom should it be?
Engage
Explore
Explain
Elaborate
Evaluate
Prepare to Read (p. 0)
 Preview the lesson with students by asking what freedoms they have as American citizens. Ask them if they know which of the founding documents protect the
freedoms they mention.
Introduce Vocabulary (p. 0) Read aloud constitution and amendment.
 How familiar they are you with the U.S. Constitution?
 What does it mean to amend something? Provide examples of things you know that have been amended.
 Why is it important to celebrate the freedoms we enjoy as United States citizens?
Begin to Read (p. 0)
 Declaration of Independence (p. 0)
 The Constitution and the Bill of Rights (p. 1)
 Who Protects Our Freedoms? (p. 1)
 Symbols of Our Nation (p. 2)
 Political Symbols (p. 2)
 National Landmarks (p. 3)
 Mount Rushmore (p. 4)
Declaration of Independence (p. 0)
 Freedom is just one of the many ideas expressed in America’s founding documents. Those documents include the Constitution, the Bill of Rights, and the
Declaration of Independence.
The Constitution and the Bill of Rights (p. 1)
 The United States government was established by the Constitution more than 200 years ago. A constitution is a written plan for government. The United States
Constitution, its amendments, and the Bill of Rights express enduring American ideas.
Who Protects Our Freedoms? (p. 1)
 Among the important ideas expressed in the Constitution is that the nation must be able to defend itself and protect its freedom from enemies. America’s armed
forces defend the nation’s land, waters, and airspace.
Symbols of Our Nation (p. 2)
 America’s enduring principles are represented by certain patriotic symbols, customs, celebrations, and landmarks. Whenever we recite the Pledge of Allegiance,
for example, we are being reminded of the core beliefs that contribute to our national security.
Political Symbols (p. 2)
 Symbols are also used to represent America’s political parties. The elephant came to be a popular representation of the Republican Party in the 18702. The
Democratic Party also has an animal representing it: the donkey.
National Landmarks (p. 3)
 America has many magnificent national landmarks that attract millions of visitors every year. These special places remind and teach people how America’s
national identity gas been shaped by its core principles.
Mount Rushmore (p. 4)
 Beginning in 1927, the faces of four Presidents were carved into a mountain in South Dakota. An enormous and stunning American landmark was eventually
created: Mount Rushmore National Memorial.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
 Summarize the meaning of the excerpt from the Declaration of Independence.
 Explain why the Declaration of Independence, the United States Constitution, and the Bill of Rights are important.
 Write and send an e-mail to a soldier currently serving in the armed forces. (You may also choose to write a veteran whose service has ended.) as part of your
letter, be sure to thank them for protecting the nation’s freedoms.
 Explain how the patriotic symbol of Uncle Sam is connected to the American principle of helping others.
 Explain how the Republican elephant and the Democratic donkey were used in the 1870s.
 Explain why the White House and the Statue of Liberty are significant American landmarks.
 Explain the significance of Mount Rushmore and how America’s national identity is represented by this landmark.
TEACHER:
CLASS: 5th Grade
DATE: May 3
M T W TH F
FRAME THE LESSON
Symbols of Texas &
The American Flag
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Pearson’s 5th Grade
Building Our Nation
TE
15A: identify the key elements and the purposes and explain the importance of the Declaration of Independence
17A: explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant
(p. 5-6)
17C: recite and explain the meaning of the Pledge of Allegiance to the United States Flag
17E: explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore 24A:
Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material to acquire information
about the United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:






Identify the intent, meaning, and importance of the Declaration of Independence, the United States Constitution, and
the Bill of Rights.
Study and recite a key passage from the Declaration of Independence.
Explain the meaning of various patriotic symbols and landmarks of the United States.
Identify and explain the meaning of various symbols of Texas.
Identify rules and regulations concerning the United States flag.
Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and to the Texas Flag.
Rigor & Relevance: (Real World Connection)
Vocabulary
Constitution
amendment
Got it Questions
8-10 (p. 5-6)
Stop and Check for Understanding- High Level Questions
Symbols of Texas (p. 5)
 How do Texas’s state symbols represent its identity?
 Why are so many of Texas’s state symbols related to nature?
 How did the mockingbird come to be Texas’s state bird?
 Why do you think the bluebonnet is known by so many names?
 What is it about the monarch butterfly that makes it so easy to identify?
 What are three details about the pecan tree?
The American Flag (p. 6)
 Why are there rules and regulations about the proper ways to handle and display the flag?
 Why do you think the flag is flown on important holidays?
 Why do you think the flag must be lit if it is flown at night?
 What does the fourth “Do Not” rule say about the flag?
The Pledge of Allegiance (p. 6)
 What does the phrase “I pledge allegiance” mean?
 Do you agree that students should recite the Pledge of Allegiance each day? Why or why not?
 What does it mean that the United States is “indivisible?”
 How does the Pledge of Allegiance unite Americans?
Engage
Explore
Explain
T-Chart Activity (p. 5)
 Draw a four column T-chart titled Texas State Symbols on the board with the following headings: State Bird, State Flower, State
Insect, and State Tree.
 Have students come to the board and fill in the chart with the name of and fact about each symbol
Begin to Read
 Symbols of Texas (p. 5)
 The American Flag (p. 6)
 The Pledge of Allegiance (p. 6)
Symbols of Texas (p. 5)
 Just as America has patriotic symbols and landmarks that represent its national identity, so does Texas. Texas has a rich history and a
beautiful landscape. Many of the state’s symbols relate to nature.
The American Flag (p. 6)
 The American flag is an important symbol of our country. There are rules about the proper way to handle and display the flag that
everyone should know.
The Pledge of Allegiance (p. 6)
 The Pledge of Allegiance expresses patriotism and loyalty to the United States and its flag. Millions of Americans, including
schoolchildren, recite the pledge every day.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Texas has many other state symbols. Work with a partner and research them. Prepare a short report on two of the symbols, describing
what you find most interesting.
 Recite the Pledge of Allegiance, and then explain its meaning.
 Identify the American principles expressed in the Pledge of Allegiance. Underline them I the pledge.
TEACHER:
CLASS: 5th Grade
DATE: May 4
M T W TH F
FRAME THE LESSON
The Texas Flag
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
15A: identify the key elements and the purposes and explain the importance of the Declaration of Independence
17A: explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant
(p. 7)
17C: recite and explain the meaning of the Pledge of Allegiance to the United States Flag
17E: explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore 24A:
Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material to acquire information
about the United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:






Identify the intent, meaning, and importance of the Declaration of Independence, the United States Constitution, and
the Bill of Rights.
Study and recite a key passage from the Declaration of Independence.
Explain the meaning of various patriotic symbols and landmarks of the United States.
Identify and explain the meaning of various symbols of Texas.
Identify rules and regulations concerning the United States flag.
Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and to the Texas Flag.
Rigor & Relevance: (Real World Connection)
Vocabulary
Constitution
amendment
Got it Question
11 (p. 7)
Stop and Check for Understanding- High Level Questions
The Texas Flag (p. 7)
 What does the white star on the Texas flag stand for?
 Work with a partner and think about five other positive qualities the points of the star could stand for. Then report your ideas to the class.
The Texas Pledge of Allegiance (p. 7)
 Do you think Texas students should recite the Texas Pledge of Allegiance every day along with the United States Pledge of Allegiance? Why or
why not?
 How are the United States and Texas Pledges of Allegiance similar and different?
Engage
3-2-1 Activity (p. 7)
Create a chart on the board and title it Two Pledges of Allegiance. List the following tasks for students below the chart title:
 3 Things You Learned
 2 Important Details
 1 Question You Still Have
Have students share their responses with the class, answering the questions they still have as time permits.
Explore
Explain
Begin to Read (p. 7)
 The Texas Flag (p. 7)
 The Texas Pledge of Allegiance (p. 7)
The Texas Flag (p. 7)
 Texas has its own state flag. It is the same flag that Texas flew when it was a republic. Its colors are red, white, and blue. They are
arranged in three large stripes.
The Texas Pledge of Allegiance (p. 7)
 The Texas Pledge of Allegiance is, like the Pledge of Allegiance to the United States flag, an expression of loyalty to the state of
Texas and its flag.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Recite the Texas Pledge of Allegiance, and then explain its meaning.
FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: May 5-6
M T W TH F
Writing a Research Report
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral,
print, and visual materials; documents; and artifacts to acquire information about the United States.
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
Pearson’s 5th Grade
Building Our Nation
TE
(p. 8-11)
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
25A: use social studies terminology correctly.
25B: incorporate main and supporting ideas in verbal and written communication.
25C: express ideas orally based on research and experiences.
25D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
25E: use standard grammar, spelling, sentence structure, and punctuation.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Write and present a research paper.
Locate and use valid primary and secondary sources.
Analyze information as part of preparing a research report.
Organize and interpret information in reports and visuals.
Express ideas orally based on research.
Rigor & Relevance: (Real World Connection)
Got it Questions
1-4 (p. 8-11)
Vocabulary
Primary source
Technology
secondary source
Internet
artifact
research report
Stop and Check for Understanding- High Level Questions
Primary and Secondary Sources (p. 8)
 What is a primary source? What is a secondary source?
 What kinds of print materials are primary sources? What kinds of print materials are secondary sources?
 Fill in the following sentence frames with “primary source” or “secondary source.” A biography of Ronald Regan is a _____. A batch of notes
taken by President Reagan’s Chief of Staff during a meeting in the White House is a _____.
Locating Resources (p. 9)
 What reference tools can you use to find primary and secondary sources?
Technology Resources (p. 9)
 What is technology?
 Where can you find computer software? What technology resources can you use to acquire information about the United States?
 What are some different places not mentioned in your Worktext to look for information on the Internet?
 When you are researching on the Internet, how can you determine whether information is accurate?
Print Resources (p. 9)
 What are some examples of print resources? Where can you locate information in these print resources?
 Use an atlas to locate information about rainfall in Texas?
 What primary sources can you find on the Web site of a museum?
Oral and Visual Materials (p.10)
 What are some examples of visual materials that are primary sources?
 What visual materials are secondary sources?
 Where can you find visual materials?
 What is an oral material?
 What kind of oral materials are primary sources?
 Could an oral material be a secondary source? Try to think of an example.
Write and Present Your Report (p.11)
 What is the difference between drawing a conclusion about the information you found and drawing an inference about it?
 Why is it important to reword all information in your own words?
 What does including visual (and oral) materials do for a report or a presentation?
Engage
Explore
Explain
Elaborate
Evaluate
Prepare to Read (p. 8)
 Preview the lesson with students by asking them to offer their experiences related to performing research, writing reports, and giving oral presentation. Encourage
students to tell how they have performed research in the past and what they would do differently in the future.
Introduce Vocabulary (p. 8) Read aloud the vocabulary words: Primary source, secondary source, artifact , technology, Internet, and research report.
 How familiar are you with each of the terms? Tell what you know about each in their own words.
Begin to Read
 Primary and Secondary Sources (p. 8)
 Locating Resources (p. 9)
 Technology Resources (p. 9)
 Print Resources (p. 9)
 Oral and Visual Materials (p.10)
 Write and Present Your Report (p.11)
Primary and Secondary Sources (p. 8)
 Once you have a topic, write down any questions you have about it. Then use different sources to answer your questions. There are two kinds of sources to use
when finding information.
Locating Resources (p. 9)
 You can locate primary and secondary sources by using different kinds of reference tools: technology resources, print resources, visual materials, and oral
materials. Reference materials provide facts that you use to write reports and to do other projects.
Technology Resources (p. 9)
 A great deal of information about the United States can be found by using technology resource. Technology is the use of scientific knowledge or tools to do work.
For example, you can use the Internet to find information.
Print Resources (p. 9)
 Many secondary sources are print materials or printed documents and can be located in a library. For example, a library will have many biographies. to locate
information in these resources, use the table of contents, the glossary, or the index.
Oral and Visual Materials (p.10)
 Visual materials can add interest to written reports. Visual materials include primary sources like photographs and historical maps. Paintings, scriptures, and
artifacts like pottery are visual primary sources. Oral materials are resources that contain sound. An oral primary source would be a recording of a famous person
being interviews about an event they witnessed firsthand.
Write and Present Your Report (p.11)
 Now that you have selected and researched the topic, it is time to create your written research report. Analyze the information you found by comparing,
contrasting, summarizing, drawing inferences, drawing conclusions, and making predictions about the information.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
 Identify a specific topic about American history.
 Where would you locate the following secondary sources: a biography of Ronald Reagan; a graph showing how the economy grew during his presidency?
 Now that you have selected your topic, locate and use primary and secondary sources to research your topic. As part of your research, be sure to locate and use at
least one of each type of resource: technology, print, visual, and oral.
 Before you begin your oral presentation, identify at least three examples of visual and oral materials you plan to use in your presentation. One of your materials
should be a map. Your materials should show how organized and interpreted the information in your report.