Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Grade 02 Social Studies Unit 06 Exemplar Lesson 01: What Makes a Good Citizen?
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
In this lesson, students learn about good citizens. They learn about examples of good citizens in the local community, the state, and
the nation, including veterans and how we honor veterans as a nation. Students also use geographic tools to learn about places
veterans served and use timelines to learn more about veterans and patriotic holidays.
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.
2.13
Citizenship. The student understands characteristics of good citizenship as exemplified by historical
figures and other individuals. The student is expected to:
2.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for
oneself and others, responsibility in daily life, and participation in government by educating
oneself about the issues, respectfully holding public officials to their word, and voting.
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.
Social Studies Skills TEKS
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:
2.18A Obtain information about a topic using a variety of valid oral sources such as conversations,
interviews, and music.
2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps,
electronic sources, literature, reference sources, and artifacts.
2.18C Use various parts of a source, including the table of contents, glossary, and index, as well as
keyword Internet searches to locate 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
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Grade 02 Social Studies Unit 06 PI 01
Write a poem about a good citizen whose life is celebrated by a community. Illustrate the poem and explain orally the person’s influence on the
community, state or nation.
Standard(s): 2.13A , 2.13B , 2.19B
ELPS ELPS.c.1A , ELPS.c.3D , ELPS.c.5B
Key Understandings
Members of a community often celebrate the lives of individuals who exemplify good citizenship.
— Who are people who have influenced our community, state, and nation?
— How do citizens make good choices that influence our local community, the state, and the nation?
— How do communities celebrate the lives of individuals who exemplify good citizenship?
Vocabulary of Instruction
veteran
good citizen
source
Materials
adding machine tape (1 foot per student)
atlases
chart paper
chart or butcher paper (10 sheets)
dictionary
drawing paper
envelopes
glue
index card labeled Memorial Day
library books about World War II
local veterans as speakers
map pencils
blank U.S. map (1 per student)
notebook paper
old magazines and newspapers
paper for creating a graphic organizer
scissors
sentence strips or construction paper on which to affix timeline strips
World War II (and other service-related) realia and memorabilia gathered or sent in by families
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.
Teacher Resource: Definition of Good Citizenship
Teacher Resource: WWII Visuals (optional)
Handout: What I Learned
Teacher Resource: Woman Airforce Service Pilots (WASP)
Handout: WASP Timeline (1 per student)
Handout: WASP Scavenger Hunt
Handout: WASP Scavenger Hunt Questions
Handout: The Navajo Code Talkers
Handout: Code Talker Graphic Organizer
Handout: Navajo Code Cards
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, including characteristics of good citizens, examples of local good
citizens, the Navajo Code Talkers, and Women’s Air Service Pilots.
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 the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed, including:
At least two weeks prior to this lesson, send home a letter inviting families to send in any memorabilia about World War II,
including photos, letters, books, or other items they have.
Invite and schedule (for Day 2) visits by grandparents and other community members who can talk about WWII (especially the
Navajo Code Talkers and WASP) and other veteran experiences. The VFW or the American Legion could be a place to contact
for speakers if none are known to the teacher.
Collect materials from the school or public library, including photographs.
Take pictures of local memorials dedicated to veterans.
Collect magazines and newspapers for students to cut words and pictures from.
Background Information
The Navajo Code Talkers and Women Air Service Pilots (WASP) are both examples of groups of people that exhibit good citizenship. The Navajo Code
Talkers were U.S. Marines that helped create a cipher that was never broken, and that code is credited with helping the U.S. secure the victory at Iwo Jima.
The WASP were female pilots that trained fighter pilots and transported cargo. They were considered civilians, and many of them trained in Texas.
Veteran – someone who has served in the military
Good citizen – someone who lives responsibly within the laws of society. Characteristics of good citizenship include truthfulness, justice, equality, respect
for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public
officials to their word, and voting.
Source – a book, statement, person, etc., supplying information
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 – Good Citizen
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Access prior knowledge of good citizenship from prior learning.
Attachments:
What is a good citizen? (act responsibly, make good choices, look
out for others and the community, etc.)
Who are good citizens? (anyone who chooses to act in ways that
exhibit characteristics of good citizenship)
2. Display the Teacher Resource: Definition of a Good Citizen.
3. Continue the discussion, adding relevance and requiring students to
support their ideas with evidence.
Who are good citizens that you know?
What evidence do you have that they are good citizens?
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Teacher Resource: Definition of Good
Citizenship
Instructional Note:
A good citizen is someone who lives responsibly within the
laws of society. Characteristics of good citizenship include
(TEKS 2.13A)
Truthfulness
Justice
Equality
Respect for oneself and others
page 3 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Responsibility in daily life
Participation in government by:
educating oneself about the issues
respectfully holding public officials to
their word
voting
(example: My grandfather stays informed about issues; he just went to
city council and talked about how important a new stop light and
crosswalk would be. This also shows his responsibility; he is looking out
for the people of the community.)
Misconceptions
Some children only know of heroes like superheroes. It is very
important for them to see heroes that are ordinary citizens that look
just like them: people who believe in ideals and stand up for and
defend those beliefs.
EXPLORE – What is a veteran?
Suggested Day 1 (continued) – 20 minutes
1. Place World War II realia, memorabilia, and other service-related items on
display.
Materials:
World War II (and other service-related)
realia and memorabilia gathered or sent in
by families
chart paper
dictionary
paper for creating a graphic organizer
2. Students visit the display and discuss the items with a partner.
3. If desired, display and discuss the visuals from the Teacher Resource:
WWII Visuals.
4. Write the word veteran on the board.
5. Begin a brief discussion by asking students if they have heard the word
veteran before.
6. If desired, allow students to hunt for the meaning of veteran by looking in
the dictionary, the glossary of their Social Studies textbook, online, or by
asking classmates.
7. Scribe what students have discovered about the meaning. Fill in with
background information, including clearing up any misconceptions about
what a veteran is.
8. Add academic vocabulary terms to the Word Wall (veteran, etc.). Continue
to add words as the lesson and unit progress.
Attachments:
Teacher Resource: WWII Visuals (optional)
Purpose:
Activate background knowledge and ensure that students
understand what the word veteran means.
TEKS: 2.1A
Instructional Note:
Veteran – someone who has served in the
military
Students may need some explicit instruction
on the difference between a veteran and a
veterinarian. Since they sound similar,
students often confuse the words.
9. Distribute a blank piece of paper to each student. The paper will become a
vocabulary graphic organizer.
Students fold the paper in four equal rectangles.
Top left rectangle: students write the word veteran.
Top right rectangle: students write a definition for veteran (in their own
words).
Bottom left rectangle: students write a sentence using the word veteran,
such as, “Mollie’s grandfather is a veteran of the Korean War."
Bottom right rectangle: students draw a picture that shows what a
veteran is.
10. Use chart paper to create a K-W-L chart where students share what they
Know about veterans, what they Want to know (questions), and what they
have Learned. Refer to this chart throughout the lesson.
11. For homework, students may find evidence of good citizenship being
practiced in their family or community; they can identify veterans in their
family or community.
EXPLAIN – Share
Suggested Day 1 – 15 minutes
1. Students write an acrostic poem using the word Veteran to summarize what Instructional Note:
they know about veterans.
V
E
T
E
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
R
A
N
EXPLORE – World War II Realia and Veterans
Suggested Day 2 – 35 minutes
1. Distribute the Handout: What I Learned.
Materials:
2. Students again walk around the room and examine the printed material,
photographs, and other realia displayed around the room, this time noting
on the handout interesting items, questions, etc., using words or pictures.
3. Students share their ideas about good citizens and veterans from Day 1
and from their homework.
World War II (and other service-related)
realia and memorabilia gathered or sent in
by families
library books about World War II
local veterans as speakers
4. Speakers talk with the students, sharing stories, and answering questions, Attachments:
emphasizing the connections between veterans and acts of good
Handout: What I Learned
citizenship as both veterans and community members. (If multiple speakers
are present, students can rotate through them as “stations,” including the
Purpose:
realia as an additional station.)
5. Students take notes on their Handout: What I Learned as they visit with
speakers, noting or drawing a picture of what they see and things they
learned.
Provide background knowledge for the students in regards
to veterans.
TEKS: 2.1A, 2.13A, 2.18A, 2.18B
Instructional Note:
If unable to borrow artifacts from classroom
families, photographs can be found on many
websites.
Speakers are desirable but not necessary. If
speakers are part of the plan, make sure to
discuss with them the main points to be
emphasized, including the idea that choosing
to be a member of the armed forces was a
choice made because they believe in
keeping our country safe, securing our
freedoms, being a good citizen, and being
responsible for the community.
Online video clips could provide background
information for students. These include
online interviews with veterans.
EXPLAIN – Summarize and Thank you
Suggested Day 2 (continued) – 15 minutes
1. Students recall their experiences from yesterday, meeting in pairs to
compare the notes they have taken. They can borrow facts from one
another or take their partner to see something they might have missed.
2. Students share a few new things they have learned.
3. Help students build an understanding that veterans are also regular
people who act in responsible ways in their daily lives. They especially
showed good citizenship when they chose to join the military to help keep
our nation safe and to protect our freedoms.
4. Add information learned to the K-W-L chart.
5. Students write thank-you notes to the visitors, referencing information they
learned.
EXPLORE – WASP Timeline
Suggested Day 3 – 35 minutes
1. If desired, display the Teacher Resource: Woman Airforce Service
Pilots (WASP).
Materials:
2. Provide background information about WASP.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
sentence strips or construction paper on
which to affix timeline strips
page 5 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
3. Distribute the Handout: WASP Timeline (1 per student).
4. Read the events aloud with the class.
5. Allow students to ask questions about the events.
6. Students cut out the events and place them in chronological order. These
could be cut out in advance if teachers prefer.
7. Students glue the events to a strip of paper or a sentence strip to form a
timeline.
Attachments:
Teacher Resource: Woman Airforce
Service Pilots (WASP)
Handout: WASP Timeline (1 per student)
Purpose:
Practice chronology as well as learn more about the WASP.
TEKS: 2.1A, 2.13B, 2.19B
8. Students check with a partner to make sure their events are in the correct
order.
9. As a class, discuss why the events go in the order that they do. Note and
calculate the time between disbanding WASP and bestowing them with
Veteran status. Discuss attitude changes over time regarding roles,
duties, abilities, acceptance, etc.
EXPLAIN – Share
Instructional Note
Much information is available online,
including videos, clips from which could help
students understand.
Suggested Day 3 (continued) – 15 minutes
1. Students turn and talk to a partner, sharing their timeline and telling one
thing they learned about WASP.
EXPLORE – WASP Scavenger Hunt
Suggested Day 4 – 30 minutes
1. Using the Handout: WASP Scavenger Hunt, cut the handout into strips
and post the strips around the room.
Attachments:
2. Distribute the Handout: WASP Scavenger Hunt Questions (1 per
student).
3. Read the questions aloud to the students and let them know that the
answers to all of the questions on the paper are posted around the room.
4. Students search to find the answers to the questions. (Explain to students
that this is not a race; the goal is to do their best rather than finish first.)
5. Monitor students as they answer questions.
6. Collect completed Handout: WASP Scavenger Hunt Questions for use
on Day 4.
Handout: WASP Scavenger Hunt (cut into
strips and hidden around the classroom)
Handout: WASP Scavenger Hunt
Questions (1 per student)
Purpose:
Students learn about WASP and practice recording and
sharing information with others.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
Instructional Note:
For smaller classes, students may randomly roam around
the room locating the answer strips and completing the
activity. For larger classes, teachers may choose to divide
the class into groups and place those groups in various
areas of the classroom so that they “rotate” to each answer
strip. This more structured approach may help with
classroom management.
EXPLAIN – WASP
Suggested Day 4 – 20 minutes
1. Show again the Teacher Resource: WASP from Day 2 and re-distribute
students’ completed Handout: WASP Scavenger Hunt Questions from
Day 4.
Materials
2. To review Day 3, students participate in a “Stand, Stroll, Stay” activity.
Students STAND with their completed Handout: WASP Scavenger
Hunt Questions.
Students randomly STROLL around the room quietly and carefully
for 15­30 seconds, until the teacher says, “STOP!”
Students STAY with the person they are closest to and form a
partnership. (Teachers will need to ensure that each student has a
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Teacher Resource: WASP from Day 2
completed Handout: WASP Scavenger
Hunt Questions from Day 4
Instructional Note
Like an acrostic, alphabet poems use letters at the
beginning of each line to help guide writing. An alphabet
poem uses a section of the alphabet as those first letters
and student write a word or phrase that begins with that
letter, summarizing what they have learned.
page 6 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
partner.
Students compare answers to determine if additional information
needs to be added for a more complete response.
If teachers prefer, and if classroom management allows for it, the
teacher may conduct 2 or 3 “rounds” of “Stand, Stay, Stroll” where
students share with several different students.
Examples:
A = Active
B = Brave
C = Courageous
D = Devoted
E = Eager to serve our country
F = Friendly
G = Good to the community
3. Revisit the K-W-L chart and facilitate a discussion to provide students the
Etc.
opportunity to share their answers and ask some of the questions that they
have.
4. Provide answers and background information and/or suggest ways for
students to gain the information to add to the K-W-L chart.
5. Students write an alphabet poem to summarize what they have learned
about veterans and the WASP.
EXPLORE – The Navajo Code Talker
Suggested Day 5 – 35 minutes
1. Distribute the Handout: The Navajo Code Talkers (1 per student).
Materials:
2. Students buddy read (take turns quietly reading o a partner) about the
Navajo Code Talkers.
3. After the students read the passage, partners discuss what they have read
and match the actions of the Navajo Code Talkers to the definition of good
citizenship.
4. Read the passage a second time as a class.
5. Discuss any connections students make between the definition of a good
citizenship and the story of the Navajo Code Talkers.
chart paper
Attachments:
Handout: The Navajo Code Talkers
Purpose:
Students learn about the Navajo Code Talkers, Veterans
Day, and solidify their understanding of good citizenship.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
6. Guide students to the idea that the Navajo Code Talkers took responsibility
for themselves and others by protecting U.S. Marines with the codes they
Instructional Note
created. Include the ideas of justice and equality.
7. The Code Talkers were truthful; they kept the secret of the code to protect
others even though it meant that they did not get recognition. They took
responsibility in daily life for others and the common good.
8. Chart these and any other connections the students make.
Good citizen – someone who lives responsibly within the
laws of society. Characteristics of good citizenship include
truthfulness, justice, equality, respect for oneself and
others, responsibility in daily life, and participation in
government by educating oneself about the issues,
respectfully holding public officials to their word, and voting.
EXPLAIN – The Navajo Code Talkers
Suggested Day 5 (continued) – 15 minutes
1. Distribute the Handout: Code Talker Graphic Organizer (1 per student).
Attachments:
2. Students complete their organizer by drawing a picture in the center and
then providing information to complete each box of graphic organizer.
Handout: Code Talker Graphic Organizer
Who? (Navajo Code Talkers)
What? (created a secret code)
When? (during WWII)
Where? (Pacific Theater)
Why? (to protect their fellow soldiers)
How? (by substituting Navajo words for English ones)
3. Students share their organizer with a partner.
EXTEND – Using the Code
Suggested Day 6 – 20 minutes
1. Distribute the Handout: Navajo Code Cards (1 set per pair).
Materials:
2. Student pairs work together to figure out how the code worked and to write
some words using the code.
Navajo Code Talker dictionary
http://www.history.navy.mil/faqs/faq61-4.htm
Attachments:
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 7 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Handout: Navajo Code Cards
EXPLORE – Veteran's Geography
Suggested Day 6 (continued) – 30 minutes
1. Distribute a blank map of the U.S. to each student and display a class map. Materials:
2. Make atlases and other resources available.
3. To review learning so far, lead students to recall information about the
WASP and Navajo Code Talkers. Model marking places significant to the
WASP and the Navajo Code Talkers on the map as discussion continues.
Outline Arizona, New Mexico, Utah and Nevada in yellow. These
four states are the home of the Navajo Indians.
Place a red dot on San Diego, CA. The Navajo Code Talkers were
US Marines and had their basic training at Camp Pendleton in
San Diego.
Draw a capital M on Window Rock, Arizona. This is the home of
the Navajo Code Talker Memorial.
Draw a small airplane on Sweetwater, TX. This is the home of
Avenger Field and the National WASP WWII Museum.
Place a blue dot on Houston, TX. Many WASP flew into and out of
Houston Municipal Airport.
Draw a star on Washington, D.C. This is our nation’s capital and
both the WASP and the Navajo Code Talkers were honored
there.
Mark the local community with a dot in your favorite color. This
is to honor the veterans in your community.
EXPLAIN – Letter to a Veteran
blank U.S. map (1 per student)
atlases
map pencils
Purpose:
Practice map skills, become familiar with U.S. geography,
and build a visual of where some of these good citizens
lived and worked.
TEKS: 2.1A, 2.13B, 2.19B
Suggested Day 7 – 50 minutes
1. Allow students five minutes to review the materials they have created about Materials:
veterans.
envelopes
2. Model for students the greeting of a letter to a veteran: Dear Veteran.
notebook paper
3. Students write a thank you letter to a veteran that is at least three
sentences long. It can contain a sentence thanking the veteran and
several sentences describing the impact veterans have had on the
community.
Purpose:
Students show their appreciation to veterans for keeping us
safe and protecting our freedoms.
4. Instruct students to sign the letter with only their first name.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
Instructional Note:
The Department of Defense has requested
that the public not send unsolicited letters to
a general address. Instead, use contacts to
identify specific veterans in your community
to whom you may address the letters.
After students finish writing their letters,
students trade their letters with a partner. In
pairs, the students check to make sure their
sentences start with capital letters and end
with end punctuation. They can also check to
make sure veteran is spelled correctly.
EXPLORE – Memorial Day and Holiday Timeline
Suggested Day 8 – 40 minutes
1. Display the index card labeled "Memorial Day".
Materials:
2. Ask students if they have heard about Memorial Day.
3. Remind students that communities celebrate what is important to them.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
index card labeled "Memorial Day"
adding machine tape (1 foot per student)
page 8 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Explain to students that Memorial Day is a patriotic holiday where people
remember veterans who have died while serving their country.
Purpose:
Learn about Memorial Day and when it occurs during the
4. Ask students if they know of any other patriotic holidays. Guide students to year.
include Veterans Day (Nov. 11), Independence Day (July 4), Memorial Day
TEKS: 2.1A
(May 30), and Constitution Day (Sept 18). Students may also name other
days on which we celebrate the actions of people who are good citizens
and take actions to support their beliefs (MLK, Jan.; Presidents Day, Feb.). Instructional Note:
5. List holidays that students name.
6. Create a class timeline beginning with the first day of school and plot the
holidays in order.
7. Give each student 1 foot of adding machine tape to use to create their own
version of the timeline adding illustrations to convey what they know about
those holidays.
If desired, students use a ruler and mark
each month at 1-inch intervals along the
adding machine tape so students can place
holidays in the correct month.
If desired, play patriotic music while students
are working.
8. For homework, students think about and/or discuss with family members
people in the community who are good citizens who act with responsibility
for the community in daily life. These might include veterans, police
officers, firefighters, school volunteers, teachers, students, paramedics,
nurses, and voters.
EXPLAIN – Timeline
Suggested Day 8 (continued) – 10 minutes
1. Students choose a patriotic holiday to share with a partner.
EXPLORE – Local Heroes and Good Citizens
Suggested Day 9 and 10 – 80 minutes
1. Post ten pieces of chart or butcher paper around the room, each labeled
with one of the following members of the community: veterans, police
officers, firefighters, school volunteers, teachers, students,
paramedics, nurses, voters.
Materials:
2. Re-read the definition of good citizenship. (See the Handout: Definition of
Good Citizenship from Day 1.)
3. Distribute or otherwise make available old magazines and newspapers.
4. Students cut out words and pictures from magazines and newspapers that
help show what makes these groups of people good citizens.
5. As students find words or pictures, they can paste them onto the
appropriate chart. Students can also draw their own pictures and then add
them to the charts.
6. When students have completed the charts, conduct a gallery walk where
students rotate around the room looking at all of the posters.
Handout: Definition of Good Citizenship
from Day 1
old magazines and newspapers
chart or butcher paper (10 sheets)
drawing paper
glue
scissors
Purpose:
Students will apply what they have learned about good
citizenship to members of their community rather than
historical figures.
TEKS: 2.13A
7. Facilitate a discussion where students compare the charts against the
definition of good citizens, provide real-life examples and names, etc.
ELABORATE – Good Citizenship
Suggested Day 10 – 20 minutes
1. Continue the discussion, encouraging students to answer the guiding
questions and provide supporting statements for the Key Understanding.
Members of a community often celebrate the lives of individuals
who exemplify good citizenship.
— Who are people who have influenced our community, state, and nation?
— How have choices good citizens have made influenced our local
community, the state, and the nation?
— How do communities celebrate the lives of individuals who exemplify good
citizenship?
EVALUATE
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 11 – 50 minutes
page 9 of 23 Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Grade 02 Social Studies Unit 06 PI 01
Write a poem about a good citizen whose life is celebrated by a community. Illustrate the
poem and explain orally the person’s influence on the community, state or nation.
Standard(s): 2.13A , 2.13B , 2.19B
ELPS ELPS.c.1A , ELPS.c.3D , ELPS.c.5B
1. Allow the students to look over the materials that they have created in this
lesson if they need to get ideas. This poem is not just confined to good
citizens studied in this lesson, but can be good citizens from previous
lessons, the community, or even students’ families.
Purpose:
Provide evidence of understanding of the influence of good
citizens.
TEKS: 2.13AB, 2.19B
Instructional Note:
One poem form that can be used is a biographical poem:
Line 1: Name of person (or vocation, such as Soldier or
Veteran or Citizen)
Line 2: Four words defining, giving characteristics, etc.
Line 3: Who feels . . .
Line 4: Who needs . . .
Line 5: Who fears . . .
Line 6: Who loves . . .
Line 7: Who thinks . . .
Line 8: Who believes . . .
Line 9: Synonym for "soldier" (or Veteran or Citizen)
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 10 of 23 Grade 2
Social Studies
Unit 06 Lesson 01
Good Citizenship
A good citizen is someone who lives responsibly within the laws of
society.
Characteristics of good citizenship include






Truthfulness
Justice
Equality
Respect for oneself and others
Responsibility in daily life
Participation in government by
o educating oneself about the issue
o respectfully holding public officials to their word
o voting
©2012, TESCCC
08/24/12
Page 1 of 1
Grade 2
Social Studies
Unit: 06 Lesson: 01
WWII Visuals: In Service to America
America during World War II saw great changes in our society. Much of that change was promoted by
our nation’s armed forces. Our military branches throughout our history have always produced great
heroes and role models. This great tradition extended to a wide variety of minority groups in WWII. It
was in the ranks of the military that African-Americans, women, Native Americans, and other minority
groups displayed the traits of heroism and great citizenship so admired in our culture. Here is a brief
collection of WWII heroes of all backgrounds who show what it means to be a good citizen and
patriot.
The Sullivan Brothers
were a family of five
brothers who each
served in WWII.
General Benjamin O.
Davis was the first
African-American General
in the military.
©2013, TESCCC
The Memphis Belle air crew was
heroic in battle.
“The first graduating class of the Air
Corps Advanced Flying School at
Tuskegee Field included Col. (later
Gen.) Benjamin O. Davis, Jr., who
became the commanding officer of
the 99th Fighter Squadron and later
the 332nd Fighter Group.”
05/06/13
Victory at Iwo Jima in the Pacific
commemorates one of the most
heroic battles ever fought by US
soldiers.
Doris “Dorie” Miller, from
Waco, TX, shot down
several enemy planes at
Pearl Harbor. He later died
on a naval ship during
combat.
page 1 of 2
Grade 2
Social Studies
Unit: 06 Lesson: 01
Citation:
From Left to Right and Top to Bottom:
Image 1: (n.d.) Five Sullivan Brothers - They Did Their Part [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/war_in_the_pacific/articles_war_in_the_pacific/sullivan_brothers.html
Image 2: Check, E. (Photographer). (2006). Crew of the memphis belle. [Web Photo]. Retrieved from
http://commons.wikimedia.org/wiki/File:MemphisBelle_crew_USAF.jpg
Image 3: (n.d.). Flag raising on iwo jima. (nwdns-80-g-413988) . [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/a_people_at_war.html
Image 4: (n.d.). "brig. gen. benjamin o. davis watches a signal corps crew erecting poles, somewhere in france.". (nwdns-111-sc-192258-s). [Web
Photo]. Retrieved from http://www.archives.gov/exhibits/a_people_at_war/new_roles/general_benjamin_davis.html
Image 5: (n.d.) Men from the 99th Pursuit Squadren [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/new_roles/99th_pursuit_squadron.html
Image 6: (n.d.). Mess attendant flirst class doris miller. [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/war_in_the_pacific/doris_miller.html
©2013, TESCCC
05/06/13
page 2 of 2
Grade 2
Social Studies
Unit 06 Lesson 01
What I Learned
What I saw or heard
What I saw or heard
What I learned
What I learned
What I saw or heard
What I saw or heard
What I learned
What I learned
What I saw or heard
What I saw or heard
What I learned
What I learned
©2012, TESCC
08/24/12
page 1 of 1
Grade 2
Social Studies
Unit 06 Lesson 01
Women Airforce Service Pilots (WASP)
Betty Bachman
In 1942 the US Army assigned women pilots for the first time to serve
officially in military jobs. From 1942 through 1944 these women helped
transport planes from factories and ready them for combat duty
overseas. Unlike today’s female soldiers, however, these women were
not allowed to fight in battle.
They were given the nickname WASPs which stands for Women
Airforce Service Pilots. While not on combat duty, their jobs were still
dangerous--more than 30 women died during their duties as
transporters in service to their nation. The women shown here are a
handful of the more than 1000 trained WASP.
Ann Criswel
Barbara Erickson became the first
WASP to receive the Air Medal for
Meritorious Achievement as a Pilot.
Betty Jo Stref
©2012, TESCC
04/22/13
page 1 of 2
Grade 2
Social Studies
Unit 06 Lesson 01
Citation:
From Left to Right & Top to Bottom
Image 1: (n.d.). Betty bachman. [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/women_who_served/wafs_wasp.html
Image 2: (n.d.). Ann criswel. [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/women_who_served/wafs_wasp.html
Image 3: (n.d.). Barbara erickson first wasp to receive the air medal for meritorious acheivement as a pilot. [Print
Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/women_who_served/wafs_wasp.html
Image: 4: (n.d.). Betty jo stref. [Web Photo]. Retrieved from
http://www.archives.gov/exhibits/a_people_at_war/women_who_served/wafs_wasp.html
Image 5: (2007). Group of women airforce service pilots and b-17 flying fortress. (2007). [Web Photo]. Retrieved from
http://commons.wikimedia.org/wiki/File:Group_of_Women_Airforce_Service_Pilots_and_B17_Flying_Fortress.jpg
©2012, TESCC
04/22/13
page 2 of 2
Grade 2
Social Studies
Unit: 06 Lesson: 01
WASP Timeline
Cut apart the events and glue them in time order on the timeline.
May, 1979 - The Air Force issues honorable discharges for the WASP.
November 23, 1977 - President Carter signs a law that states all of the
WASP should be recognized as military personnel for their wartime
service.
September, 1942 - 25 of the best female pilots in the United States begin
to ferry planes from one base to another.
August 5, 1943 - The Women Air Service Pilots is formed.
February 21, 1943 - Avenger Field opens as the training base for female
pilots.
February, 1944 - The WASP get their Santiago Blue Uniforms.
December, 1944 - The WASP program is closed down.
©2013, TESCCC
05/06/13
page 1 of 1
Grade 2
Social Studies
Unit: 06 Lesson: 01
WASP Scavenger Hunt
1.
WASP stands for Women Air Service Pilots. These women flew
planes carrying supplies, they trained male pilots, they towed targets
for target practice and they flew planes from base to base as they
were needed.
2.
In less than 2 years, the WASP flew 60 million miles. They flew in
every type of aircraft that was being used in WWII. They flew fighter
planes and heavy bombers. This allowed more military pilots to be
stationed overseas where the war was being fought.
3.
38 WASP and WASP trainees were killed during their duty. Their
families received no benefits and had to pay for transportation and
funeral expenses.
4.
WASP wore blue mechanic’s coveralls for training and work around
the airbase. These coveralls were often too big and had to be belted
and cuffed. Their flight suits were made of heavy leather and could be
very hot in the Texas sun. WASP also had Santiago Dress blues
which had a skirt, jacket, and white gloves.
5.
WASP trained in Sweetwater, Texas at Avenger Field. Avenger Field
is now home to the National WASP WWII Museum. There is a
monument to the WASP at Avenger Field.
6.
Over 1,100 WASP were stationed across the country. They were
stationed at 120 different air bases, and 25 of them were in Texas.
7.
The WASP had to make it through 7 months of training. Of the 25,000
women who applied to the program, 1,800 were accepted and 1,074
graduated from the program and received their silver wings.
©2013, TESCCC
05/06/13
page 1 of 2
Grade 2
Social Studies
Unit: 06 Lesson: 01
WASP Scavenger Hunt
8.
WASP were paid $250 dollars a month, but they paid for their own
food, uniforms and housing. They also had to pay their way back
home when the WASP program ended.
9.
In 1992, the WASP Archival Collection (a collection of artifacts) was
housed at Texas Women’s University in Denton, Texas. Some of the
items included in the collection are flight suits, parachutes, letters,
photographs, maps and military records.
10.
The WASP flew from 1942 to 1944. People who want to learn about
the WASP can read books, look at websites and visit the National
WASP WWII Museum in Sweetwater, Texas.
©2013, TESCCC
05/06/13
page 2 of 2
Grade 2
Social Studies
Unit 06 Lesson 01
Name___________________________________________
1. What is a WASP?
2. Where did the WASP train? Where did they work?
3. What sorts of jobs did WASP do?
4. What did WASP wear?
5. How many WASP were there?
6. What type of pay did WASP get?
7. Were the WASP good citizens? Why or why not?
©2012, TESCCC
08/24/12
Page 1 of 1
Grade 2
Social Studies
Unit: 06 Lesson: 01
Navajo Code Talkers
The Navajo are a group of American Indians that mostly live in Arizona and
New Mexico. The Navajo Code Talkers were 400 Navajo Marines who
fought in World War II.
The code talkers used the Navajo language to create a code. This code
helped the military keep Marines, sailors, and soldiers safe. The code
allowed the military to ask for help, move troops, or get supplies without the
enemy being able to understand the messages because no one else knew
the Navajo language on which it was based.
The Navajo Code Talkers went through basic training, like every other
Marine, at Camp Pendleton in San Diego, California. The first group of
code talkers began their training in 1942. They created the code and
recorded it in a code book. The Navajo Code Talkers used the book to
practice at Camp Pendleton. But the book did not go with them when they
went to war; they had to memorize the code. If the code book fell into
enemy hands, the code would be useless.
The code used common Navajo words in place of military words. For
example, the word tank was replaced with the Navajo word for turtle. In the
battle of Iwo Jima alone, the code talkers sent and received more than 800
messages without a single mistake. The Navajo code was used in World
War II, the Korean War and the Vietnam War.
Because the code was kept a secret, no one except the people who served
with them knew about the special work these Navajo Marines had done. In
2001, that changed. The Code Talkers were awarded the Congressional
Gold Medal for their service. In Window Rock, Arizona, there is a
monument to the Navajo Code talkers.
©2013, TESCCC
05/06/13
page 1 of 1
Grade 2
Social Studies
Unit 06 Lesson 01
Code Talker Graphic Organizer
©2012, TESCC
08/24/12
page 1 of 1
Grade 2
Social Studies
Unit 06 Lesson 1
Navajo Code Cards
The clues are the first letters of each English word. For example, the code for the word
“van” would be formed by putting together the Navajo words ah-ke-di-glini (v), be-lasana, (a), tsah (n).
Form the word “Navy” using the Navajo code.
______________________________________________________________________
Navajo word
English word
be-la-sana
apple
na-hash-chid
badger
lha-cha-eh
dog
ah-jah
ear
tsah
needle
dah-nes-tsa
ram
ah-ke-di-glini
victor
tsah-ah-dzoh
yucca
What other words could you write in the code?
© 2012, TESCC
08/24/12
page 1 of 1