SOCIAL STUDIES/LANGUAGE ARTS
3 Times for Citizenship!
Yorktown Heights, NY
Submitted: April 24, 2003
Thematic Unit by Deirdre Cardona
#61608; Social Studies
#61608; Language Arts
Students become aware of rights, responsibilities, and roles of citizenship. Students
will gain knowledge about and respect for the flag of the United States.
To learn that all people have responsibilities at home, school and in the community.
To encourage individual opinion and thought.
3) To recognize our flag as a
symbol of citizenship.
1) listen to books, poems, and songs on citizenship
ideas and opinions in three areas of citizenship responsibilities
3) view the
flag of the U.S. as a symbol of freedom (to express personal ideas and opinions)
trace their own hands on three different colors of paper in order to write down
ways they can show citizenship in the three different areas
5) build a representation
of the U.S. flag using their hand prints on a bulletin board
Books: For the Love of Our Earth by P.K. Hallinan; Our Big Home An Earth Poem
by Linda Glaser; The Star-Spangled Banner, The Pledge of Allegiance, America the
Beautiful by Scholastic; The Flag We Love by Pam Munoz ryan; Miss Nelson is Missing!
By James Marshall; How to Lose All Your Friends by Nancy Carlson; This is My Family
by Gina & Mercer Mayer; A Friend Like ED by Karen Wagner; The Berenstain Bears
Forget Their Manners by Stan & Jan Berenstain
 Red, white,
and blue paper
 Pencils, sharpie markers, and scissors
Separate the unit into the three categories: citizenship at home, school, and
in the community and develop each one to enhance the learning. The day before
beginning the unit read How to Lose All Your Friends, A Friend Like ED, Will I
Have a Friend?.
1) Activate prior knowledge by asking the student's what are some ways they
can help people in school.
2) List their responses on large chart paper.
Explain to the student's that the class is going to build a flag representing
the United States with their traced hands. They will be exploring good citizenship
in three places: school, home and the community (town) and writing how they can
be good citizens in each of these places. Each place will be a different color
of our flag (red, white, and blue).
4) Read aloud Miss Nelson is Missing!
During Work Board time the student's trace and cut out one hand (teacher or aide
may need to help students trace hands) on white paper, then write down ways they
can help people in school on each finger and copy the word school on the palm.
Trace over words with a "sharpie marker".
6) At the end of the day
read aloud The Berenstain Bears Forget their Manners.
1) Repeat steps 1-5 from day 1 changing the focus to home, reading aloud
This is My Family and paper color to red.
2) At the end of the day read aloud
Our Big Home An Earth Poem.
1) Students finish working on citizenship in school and home hands.
At the end of the day read aloud The Pledge of Allegiance; The Star-Spangled Banner;
America the Beautiful have book responses/discussions to each.
1) Repeat steps 1-5 changing the focus to community, reading aloud For the
Love of Our Earth and paper color to blue.
1) Read aloud The Flag We Love
2) Students finish working on citizenship
hands in community and any others.
3) Create the flag bulletin board.
Select a couple of students to write a "process statement" on pocket
chart strips to add to the bulletin board.
Informal assessment ongoing with individual conferencing and during large group
participation. Formal assessment after student completes each hand.
Instruction: Students requiring help thinking of ways to be good citizens can
refer to the books read in class for additional ideas and charts created.
Learning: Teach the sign language song Hello World! to the students. Homework:
students bring in pictures found in magazines that show good citizenship and share
with the class; create a mural.