Hello, Guest!

Instructional Focus Document
Grade 1 Social Studies
TITLE : Unit 02: Exemplifying Good Citizenship SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the concept of citizenship. Examining the characteristics of good citizenship provides students with a foundational understanding of the responsibilities expected of Americans.

Prior to this Unit

Prior to this unit, students learned about how rules and laws provide order in communities and about roles of authority figures and public officials.  In Kindergarten students were introduced to the concept of citizenship and learned about rules and authority figures in the context of home and school.

During this Unit

During this unit, students study about the characteristics of good citizenship and the role of citizens in a constitutional republic, including the importance of voting.

After this Unit

In the next unit students practiced developing spatial reasoning skills by studying about using maps and globes.


Citizenship has responsibilities.

  • What make a good citizen?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Good citizens are respectful and responsible.

  • What are the qualities of a good citizen?
  • Who are some historical people that have been good citizens?
  • Who are some people in the community that are good citizens?

Civic Engagement

  • Citizenship
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Citizens play an important role in a constitutional republic by participating in the government.

  • How do citizens contribute to a constitutional republic?
  • Why is voting an important duty of citizens?

Civic Engagement

  • Citizenship
  • Laws, Rules, Political Processes

Political Patterns

  • Governmental Systems
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None Identified

Unit Vocabulary

citizen – a member of a community, state, or nation who respects the rules of the community
justice – acting with fairness to others
constitutional republic – a government where the officials are elected by the people and have to follow the rules in a constitution
voting – expressing a choice as a way to make a decision

Related Vocabulary

  • community
  • responsibility
  • government
   
System Resources

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
1 Government.
1.12 Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to:
1.12C Identify and describe the role of a good citizen in maintaining a constitutional republic.

Identify, Describe

ROLE OF A GOOD CITIZEN IN MAINTAINING A CONSTITUTIONAL REPUBLIC

Including, but not limited to:

  • Constitutional Republic – a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  • To have citizenship is to be an official member of a politically defined region. A citizen owes allegiance to his or her country and expects to be protected by the government and from unfair use of governmental power. A “good citizen” supports his or her government, obeys the law, and functions in the best interest of all the citizens. The term “citizen” can have broader meanings. Students can be citizens of their classroom entitled to protection by their student government. Citizens can be natural born or naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and cease being legal citizens of their homeland.
  • Citizens of a constitutional republic carry out responsibilities to support the government including voting, serving when the government asks, acting for the good of others, obeying laws, advocating and rallying support for changes in society, staying informed about current events
1 Citizenship.
1.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
1.13A 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.

Identify

CHARACTERISTICS OF GOOD CITIZENSHIP

Including, but not limited to:

  • Truthfulness – acting and speaking honestly
  • Justice – the quality of being just; fairness
  • Equality – being fair and having to follow the same rules as everyone else; giving everyone equal respect
  • Respect for oneself – caring about personal hygiene, health, well-being
  • Respect for others – acting toward others in a way that an individual would expect to be treated by others
  • Responsibility in daily life (e.g., being informed, doing good work, living a life of integrity, practicing good stewardship, making good choices)
  • Responsibility to participate in government
    • By educating oneself about the issues
    • By respectfully holding public officials to their word
    • By voting
1.13B Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship.

Identify

HISTORICAL FIGURES WHO HAVE EXEMPLIFIED GOOD CITIZENSHIP

Including, but not limited to

  • Benjamin Franklin – Franklin was a model citizen because he was patriotic and participated in government by contributing to the writing of the U.S. Constitution. He founded a library, a fire department, and experimented with electricity.  He was frugal, hard-working and well-respected by community members.
  • Francis Scott Key – Key is mostly remembered for writing the words to the “Star Spangled Banner” while serving in the militia during the War of 1812.  He was patriotic and valued education. Key was an attorney and was often referred to as a model citizen by many because of his honesty and loyalty to his country.
  • Eleanor Roosevelt – Roosevelt was an advocate for the poor and dedicated much of her life to ensuring that children acquire an education. She wanted fair treatment for everyone and helped to pass the Universal Declaration of Human Rights.
1.13C Identify other individuals who exemplify good citizenship.

Identify

OTHER INDIVIDUALS WHO EXEMPLIFY GOOD CITIZENSHIP

Including, but not limited to:

  • Local people who exhibit characteristics of good citizenship, past and present (e.g., school’s namesake and namesakes of buildings, streets, towns, etc. Also parents, teachers, principal, community leaders and examples of their citizenship)
  • Other historical people who exhibit characteristics of good citizenship
1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
1.14D Explain and practice voting as a way of making choices and decisions.

Explain, Practice

VOTING AS A WAY OF MAKING CHOICES AND DECISIONS

Including, but not limited to:

  • Use voting to make classroom decisions (what book to read, writing rules for classroom, which activity to do first, theme of party, etc.)
  • Types of votes to use: written ballots, hands up, tally, secret vote, vocal agreement

Note:
Voting – an expression of preference for a particular person or issue that needs to be resolved or validated. The majority vote always wins.

1 Social studies skills.
1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
1.18B Create and interpret visual and written material.

Create, Interpret

MATERIALS

Including, but not limited to:

  • Visual, written material
    • Pictures
    • Symbols
    • Electronic media
    • Maps
    • Artifacts
    • Graphs
    • Timelines
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
Loading
Data is Loading...