Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
Grade 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 implementing
CSCOPE 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 the
United 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 ISD
page 1 of 16 Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
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
Last Updated 04/05/2013
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 16 Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
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 self
Our 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” Tab
within 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).
Materials:
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.
Last Updated 04/05/2013
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
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
page 3 of 16 Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
6. Teacher scribes student learning to create an anchor chart to post in the
classroom.
good examples to show students.
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?
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.)
Materials:
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.
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)
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 – ways
Purpose:
we identify who we are as a people (Americans). An identity is how we are known.
Students gain information about national landmarks,
All of these things that we are learning about help us know what is important to the
monuments, symbols, buildings, and patriots.
people of our country.
TEKS: 2.1B, 2.14C, 2.14D, 2.18D, 2.19B
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.
EXPLAIN – Sharing learning
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.
Suggested Day 2 (cont’d) – 15 minutes
1. Students discuss with a partner information that they learned traveling through the TEKS: 2.4A, 2.13B, 2.19B
stations on Day 1.
Purpose:
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.)
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.
One important American symbol is (White House, Uncle Sam, Bald
Eagle, Rose). It is important to America because _________.
Paul Revere _________________________.
John Hancock _______________________.
Last Updated 04/05/2013
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 16 Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
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).
Materials:
chart paper
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 Attachments
go with them.
Handout: Celebrate Freedom Week Matching
3. Students take turns until all the matches have been made.
Cards (cut apart, 1 set per pair of students)
4. Students can shuffle the cards and play again to add to their familiarity with the
symbols, landmarks, and their meanings.
TEKS: 2.1A, 2.14C, 2.14D
Purpose:
5. After students have played the game, they select all of the pictures and definitions Students explore national symbols, songs, landmarks, and the
pledge to the flag. Students gain familiarity while exploring the
that have to do with freedom.
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.
Materials:
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…
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:
Materials:
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.
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.
Materials:
2. Students take turns sharing what the markings on their maps mean, checking their
completed maps from Explore section
learning as they share with their partners, and adjusting information on their
maps.
TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B
3. Ask students if they see a theme or a connection between the symbols they have
learned about.
Last Updated 04/05/2013
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Purpose:
Provide students with an opportunity to explain the significance
of the places labeled on their map.
Instructional Note:
page 5 of 16 Grade 2
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 5 days
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
Purpose:
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,
Students tie the information learned about symbols, landmarks,
and historical people to the idea that these things and people
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:
Last Updated 04/05/2013
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
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
page 6 of 16 Patriot Press
Social Studies
Symbols: They stand for our country
Symbols represent
something, usually an
idea. In the United
States we have many
symbols that are patriotic. 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 provided 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 soldiers joked that the
meat was from Uncle
Sam.
The Bald Eagle is
another symbol of our
nation. The Bald Eagle 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.
Did you know the president’s office is in the
White House and it is
called the Oval Office?
Did you know the White
House is in the nation’s
capital, Washington D.C.?
Did you know the address
for the White House is
1600 Pennsylvania Avenue?
Newsletter Date
Celebrate Freedom
Week
 Is celebrated in every
public school in Texas!
The Rose is our national flower. This
symbol was chosen
because the White
House has a famous
rose garden and
George Washington,
American’s first president, bred roses.
 Is a time to learn about
American Identity.
 Covers symbols, customs,
celebrations and some
history!
 Also, includes Constitution Day.
Inside this issue:
The White House – Who knew?
Did you know that every
president except George
Washington has lived in
the White House?
Volume 1, Issue 1
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!
Symbols
1
White House
1
Paul Revere
2
John Hancock
2
Celebrations
3
Customs
3
The Capitol
3
©2013, TESCCC
Page 2
Patriot Press
Paul Revere – More than Just a Silversmith!
Paul Revere was a silversmith (he made things out
of silver), he planned ways
for people to be warned during the Revolutionary war
and he was a Son of Liberty.
However, Paul is most famous 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 area with the warning. Revere was arrested and questioned by the British.
The US Capitol – The original super dome
The US Capitol is where the legislative (law making) branch of our government 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.
The Statue of Liberty would fit
inside the dome of the Capitol!

Also, many statues are on display inside the Capitol.
John Hancock – the first to sign!
John Hancock was a wealthy
merchant in Boston. He was able
to use his influence and money to
help with the American Revolution.
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.
©2013, TESCCC
Volume 1, Issue 1
Page 3
The Star Spangled Banner – Do you know what to do?
“The
Star Spangled Banner” is
our national anthem. It is the
song that represents our country. Sometimes you hear it at
athletic events like baseball
games or NASCAR races.
Did you know there are special rules for the national anthem? 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 Spangled Banner were written by
Francis Scott Key in 1841 during 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.
The Pledge of Allegiance
The Pledge of Allegiance
In Texas, we say the pledge to the
United States flag and the pledge to
the Texas flag every day.
I pledge allegiance to the flag
of the United States of America
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.
and to the republic, for which is stands
one nation under God
Indivisible
1892 but is has been changed over
the years.
With liberty and justice for all.
The pledge was originally written in
Patriotic Celebrations!
Patriotic Celebrations help us remember 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.
day for decorating the gravestones of
veterans who have died.
Independence Day is celebrated July
4th. This is the anniversary of the signing 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 remember those who died in service to our
country. Many communities choose this
©2013, TESCCC
Social Studies
Constitution Day
Our Constitution (the
set of laws that forms
our rights and responsibilities as citizens) was
signed on September
17, 1787.
Constitution Day is celebrated in public
schools all over the nation. This is a day to
learn about our rights
and responsibilities, cit-
izenship and to show
love for our country.
Look online and read
parts of the Constitution. Older students in
your school will be
learning to read the
preamble (beginning) of
the Constitution.
Photo credit (all):
Microsoft. (Designer). (2010). Clip
art [Web Graphic]. Retrieved
from http://office.microsoft.com/
en-us/images/
©2013, TESCCC
Grade 2
Social Studies
Unit: 03 Lesson: 01
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.
©2012, TESCCC
03/30/12
page 1 of 1
Grade 2
Social Studies
Unit: 03 Lesson: 01
Historical Figures Graphic Organizer
©2012, TESCCC
03/02/12
page 1 of 1
Grade 2
Social Studies
Unit: 03 Lesson: 01
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.
©2012, TESCCC
03/02/12
page 1 of 1
Grade 02
Social Studies
Unit: 03 Lesson: 01
Celebrate Freedom Week Matching Cards
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.
©2012, TESCCC
04/05/13
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Grade 02
Social Studies
Unit: 03 Lesson: 01
Celebrate Freedom Week Matching Cards
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.
©2012, TESCCC
04/05/13
Page 2 of 3
Grade 02
Social Studies
Unit: 03 Lesson: 01
Celebrate Freedom Week Matching Cards
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/
©2012, TESCCC
04/05/13
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