Grade 2

Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days

Grade 02 Social Studies Unit 01 Exemplar Lesson 01: I Am a 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
As students begin the year, they are reminded about being good citizens in the classroom and school. In this lesson, students revisit the
traits of a good citizen using historical figures as examples (Thurgood Marshall, Abigail Adams, and Sojourner Truth). Students also
examine choices they make that can lead to good citizenship in the classroom and in the community.
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.

2.4 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.

2.13 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.

2.13C Identify other individuals who exemplify good citizenship.

2.13D Identify ways to actively practice good citizenship, including involvement in community service.

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.

Social Studies Skills TEKS

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:

2.19A Express ideas orally based on knowledge and experiences.

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 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days

Grade 02 Social Studies Unit 01 PI 01

Create a “Wanted! Good Citizens” poster illustrating a good citizen(s). Use at least 3 of the characteristics of good citizenship and cite examples of historic
and/or contemporary figures actively practicing good citizenship. Explain to a classmate how the person exhibited good citizenship.
Standard(s): 2.4A , 2.13A , 2.13B , 2.13C , 2.13D , 2.19A , 2.19B
ELPS ELPS.c.1C , ELPS.c.2C

Key Understandings

Historic and contemporary good citizens in a democratic society display common characteristics that reflect the beliefs that they
value.

—    What contributions by historical figures have influenced the community, state and nation?
—    What are the characteristics of good citizenship?
—    Who are examples of historical figures who have exemplified good citizenship?
—    Who are examples of other individuals who exemplify good citizenship?
—    How do people actively practice good citizenship?

Vocabulary of Instruction

good citizen justice citizenship

pledge equality respect

Materials

art supplies
chart paper
class-created anchor charts
completed student handouts (Good Citizen Notes) from Day 2
computers open to Internet dictionaries
construction paper
dictionary
drawing paper and materials
glossary
local good citizens handout (teacher-created)
poster or individual copies of the Pledge of Allegiance
primary and secondary sources about Abigail Adams, Sojourner Truth and Thurgood Marshall
sticky notes

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: Historical Figure Stamps

Handout: Historical Good Citizen Biographies (Several of each person for centers)
Handout: Good Citizen Notes (1 per student and 1 per group of 4)
Teacher Resource: Good Citizen Notes Questions
Handout: Three Good Citizens! (1 per student)
Handout: Good Citizenship Scenarios (1 per student)

Resources
Advance Preparation

1. Become familiar with content and procedures for the lesson, including the historical figures and how they exemplify good citizenship
and thereby helped shape the state and nation.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days
3. Preview materials and websites according to district guidelines.
4. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. Include a
variety of materials on the historical figures to create centers for day 2. (You may want to record someone reading some of the
materials for easier access.)
5. Collect appropriate books, materials, and articles about Sojourner Truth, Thurgood Marshall, and Abigail Adams.
6. Identify at least 3 local citizens to use as examples of local good citizens (Day 4) and create biographical information for each,
including a summary, to parallel materials provided for historical figures.
7. Create or find a poster of, or copies of, the words to the Pledge of Allegiance.

Background Information
The characteristics of good citizenship (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;) were introduced in Grade 1 (1.13A). The same traits are revisited in grade 3 as well (3.11A). Different people are used in each grade to exemplify the
characteristics. In this unit the examples are:

Thurgood Marshall: (good citizenship characteristics exhibited: justice, respect for oneself and others, participation in government
by educating oneself about the issues) Influential lawyer, judge, and the first African American appointed to Supreme Court. In
1954, as a lawyer appearing before the Supreme Court, Marshall argued, in Brown v. Board of Education, that school segregation
was a violation of individual rights under the 14th Amendment. Chief Justice Earl Warren announced the unanimous decision that
“in the field of public education, the doctrine of 'separate but equal' has no place. Separate educational facilities are inherently
unequal." Marshall was appointed to the Supreme Court in 1967 and served until 1991.
Abigail Adams (1744­1818) – exemplified good citizenship by staying informed about issues and speaking out for what she
believed. She also held elected officials to their word (as evidenced by her correspondence with John Adams). She was an
advocate for women’s property rights and their pursuit of an education. She was a sounding board for her husband, John Adams,
during times of political turmoil.
Sojourner Truth (circa 1757­1883) – (good citizenship characteristics exhibited: justice, equality, respect for oneself and others,
responsibility in daily life) African-American woman, abolitionist and supporter of the women's rights movement. She exemplified
good citizenship by advocating desegregation, supporting women’s rights, and helping freed slaves adjust and find jobs and
housing.

See also the student handouts for this lesson for additional information on these historic figures.
Good questions to ask students about the historical figures, local citizens, and themselves as citizens of the classroom, community, etc., include:

What do good citizens believe? What do I believe?

What does that look like?
What actions did they take that exemplify those beliefs?
What choices did they (do I) have to make to support these beliefs?

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 Notes for Teacher

ENGAGE – Historical figures on stamps NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes

1. Display the pictures of the three historical figures on their stamps. (Use the Materials:
Teacher Resource: Historical Figure Stamps or other resource.)
chart paper
2. Introduce Abigail Adams, Sojourner Truth and Thurgood Marshall by name,
without telling students what they are known for. Attachments:

3. Give students a few moments to look at the pictures of the stamps. Teacher Resource: Historical Figure
4. Students, in groups of four or fewer, brainstorm why these three people might Stamps
be on a stamp, recording on paper their ideas about why these people were
Purpose:
chosen to be on stamps (in preparation for sharing their ideas with the class).
Access prior information and lay the foundation for the idea

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days
5. Groups share their thoughts with the entire class while the teacher scribes, that good citizens shape their community, state and nation;
on chart paper, the thoughts of the students. this is a major theme for the second grade course.
TEKS: 2.4A, 2.13A, 2.13B
MISCONCEPTION: Students often think that being a good
citizen means only that they are well-behaved.

EXPLORE – Defining Good Citizenship Suggested Day 1 - 20 minutes

1. Ask: Materials:

What is a good citizen? glossary

dictionary
2. Provide students with time to think. Then facilitate a brief discussion where computers open to Internet dictionaries
students share their thoughts about good citizenship. class-created anchor charts

3. Teacher acts as scribe to create a class chart. Purpose:

4. Set up stations that include glossaries, dictionaries, and internet dictionaries
set to citizen/citizenship.
5. Students rotate until they have used all three kinds of resources.
6. Students think about how they would finish the sentence: Good citizenship
means…
Students construct a definition of good citizenship.
TEKS: 2.13A, 2.19B
Instructional Note:
If time allows, students can also investigate the words
truthfulness, justice, equality, and respect.

7. Facilitate a brief discussion where students share their ideas. As a class,

construct a definition of good citizenship. Then compare this definition with
the definition in TEKS 2.13A. Make any adjustments needed to the definition
if it is not a good match.
EXPLAIN – Defining Good Citizenship Suggested Day 1 (cont’d) – 10 minutes

1. Students write a definition of good citizenship, completing the sentence stem:

Good citizenship means…

2. Post the definitions. (Throughout the lesson, portions of a bulletin board

display will be created.)
EXPLORE – Building Knowledge about Historical Figures Suggested Day 2 – 30 minutes

1. Break students into three groups. Each group will study and become an Materials:
expert group on one of the good citizens.
primary and secondary sources about Abigail
2. Distribute to each group copies of one of the biographies (Handout: Adams, Sojourner Truth and Thurgood
Historical Good Citizen Biographies). Also make available a variety of Marshall
primary and secondary source materials on that historical figure. (Materials
should include information on how the historical figures exemplified good Attachments:
citizenship and helped shape the community, state, and nation. They should
also offer opportunities for students to use glossaries, dictionaries, and Handout: Historical Good Citizen
internet dictionaries.) Biographies (1 per group)
Handout: Good Citizen Notes (1 per
3. Groups read (or listen to) the biography handout and study other materials student)
on their historical figure to learn about the person and become an expert. Teacher Resource: Good Citizen Notes
4. After reading, students discuss/share what they learned with others in the Questions
group, completing the top 4 boxes on the Handout: Good Citizen Notes.
Purpose:
5. Teacher circulates, probing with questions and correcting misinformation, to Students gain knowledge about the historical figures and
convey the ideas of good citizenship. Consider using the Teacher look for evidence that the people are good citizens.
Resource: Good Citizen Notes Questions to guide student discussions. TEKS: 2.4A, 2.13A, 2.13B, 2.13C, 2.19B
Include information on what good citizenship can include. For this lesson,
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.
EXPLAIN – My Good Citizen Suggested Day 2 (cont’d) – 20 minutes

1. Each student in the group uses the information from the chart and the
discussion to write a two to three sentence summary of the good citizen

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days
studied (the bottom box of the handout). (Remind students that the summary
should encompass the main idea about their historical figure. Summaries
should give the reader information on who, what they did, when, and why –
not just the dates they were born and died, but a summary of what they did in
between and why it was important.)
2. Students share their summaries with at least one other person in their expert
group.

3. Teacher circulates, listening, probing with questions, and correcting

misinformation identifying areas that need to be addressed. Teacher can
read the summaries to help find these areas, and then addresses them with
each group to ensure correct information will be transmitted.
4. Students correct or add to their summaries as needed in preparation for
sharing with others. Collect the handouts with their summaries for use during
the Explore section on the next day.
EXPLORE – Historic Good Citizen Jigsaw Suggested Day 3 – 40 minutes

1. Distribute to each student the summary he/she created on Day 2. (Handout: Materials:
Good Citizen Notes)
completed student handouts (Good Citizen
2. Also distribute to each student a copy of the Handout: Three Good Notes) from Day 2
Citizens! (or students create their own).
Attachments:
3. Break students into 3-person jigsaw groups made up of one expert on each
of the three good citizens. Handout: Three Good Citizens! (1 per
4. As the expert, each student, in turn, shares the information and summary with student)
their jigsaw group.
Purpose:
5. Jigsaw members listen, ask questions, and add information (in words or Students learn about all three historic figures as a means of
pictures) to their Handout: Three Good Citizens! building a solid understanding of a good citizen.
TEKS 2.13A, 2.13B, 2.19B
6. Each jigsaw group briefly discusses all three historical figures.
7. Teacher circulates, probing with questions and correcting misinformation,
steering the discussion to characteristics of good citizens.
EXPLAIN Suggested Day 3 (cont’d) – 10 minutes

1. Facilitate a whole class discussion about the good citizens. Materials:

2. Teacher acts as a scribe and creates an anchor chart about each historic chart paper
figure as a good citizen.
EXPLORE – Good Citizens in the Community Suggested Day 4 – 40 minutes

1. Divide students into groups of 4. Materials:

2. Ask: sticky notes

Were there good citizens only in the past? Are there good citizens
today? Who are good citizens in our community? Today we will
learn about good citizens from our own community.
3. Place the copies of the teacher-created resource on local good citizens in the
different centers in the room, 1 good citizen per center. (There may be
multiple centers for each person, depending on the number of local good
citizens included.)
4. Allow time for students, traveling in groups of four, to visit the stations.
5. While in each station, students read the material and write one word or
phrase about that good citizen to help the class see how the person is a
good citizen. Students continue to travel to the other stations until they have
visited them all.
6. Assign one group to each center.
7. Distribute the Handout: Good Citizen Notes, 1 per center.
local good citizens handout (teacher-created)
Attachments:
Handout: Good Citizen Notes (1 per group
of 4)
Purpose:
Students learn about present day community members who
are good citizens.
TEKS: 2.13C, 2.19A
Instructional Note:
Make sure to identify and prepare materials on local people
who exhibit the qualities of good citizenship identified in the
TEKS (2.13A). If the qualities identified align with those of
historical figures studied, it may be easier for students to
begin to recognize the characteristics (See Background
Information, above).

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days
8. The groups use what they have learned about the local good citizens to
complete the handout.
9. During a class discussion about good citizenship, students talk about the
local and historical good citizens they studied.
EXPLAIN – Good Citizens in the Community Suggested Day 4 (cont’d) – 10 minutes

1. Students quickly sketch a picture of a good citizen studied demonstrating Materials:

good citizenship.
drawing paper and materials
2. Under the picture, students write one sentence about the good citizen.

3. Post the illustrations to add to the bulletin board display begun above and
conduct a gallery walk.
EXPLORE – Good Citizen Scenarios Suggested Day 5 – 40 minutes

1. Group students into pairs. Attachments:

2. In preparation for discussing choices they can make to be a good citizen, Handout: Good Citizenship Scenarios
students consider questions such as:
Purpose:
What opportunities to be a good citizen do you see each day? Students apply what they have learned about good
What actions have you seen others take that show good citizenship to a situation that could happen in real life.
citizenship? TEKS: 2.13D, 2.19A, 2.20A
What choices do you make to be a good citizen?

2. Students share their thoughts with their partner.

3. Distribute the Handout: Good Citizenship Scenarios, one to each pair of
students.
4. Students briefly discuss the scenario they are given and then role play with
each other to demonstrate how a good citizen would behave in their given
scenario.
5. Choose student pairs to act out their scenarios for the whole class.
6. Facilitate a brief discussion where students share their ideas about how the
scenarios offered people an opportunity to be a good citizen.
EXPLAIN – Good Citizenship in My Life Suggested Day 5 (cont’d) – 10 minutes

1. Students quickly sketch a picture of themselves in a situation similar to one of Materials:

the scenarios, behaving in a way that exhibits good citizenship. Students write
a caption below the picture. drawing paper and materials

2. Post student sketches and conduct a gallery walk.

EXPLORE – A Pledge is a Promise Suggested Day 6 – 40 minutes

1. Write on the board: Materials:

A pledge is a promise. poster or individual copies of the Pledge of

Allegiance
2. Ask students if they have ever heard the term pledge.
Purpose:
3. Student volunteers share what they know about the word and give examples Students recite the pledge and understand that keeping a
of when they have heard the word. promise is part of a being good citizen.
TEKS: 2.13A
4. Say: Instructional Note:

One of the customs we have in the United States is that we pledge
allegiance to the United States Flag.
5. Remind students of the expectations when saying the pledge. Model for
students how to stand still and place their hand on their heart during the
pledge.
6. Reading from the poster or the individual copies of the pledge, students
recite the pledge as a class using the correct etiquette.
Check district policy for protocol for students
that do not recite the pledge for religious
reasons.
I pledge allegiance to the flag of the United
States of America, and to the republic for
which it stands, one nation under God,
indivisible, with liberty and justice for all.

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 20  
 Grade 2
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 8 days

7. Remind students that a pledge is a promise and that keeping a promise is

part of being a good citizen. Use words such as:

When we behave as good citizens, we contribute to our

community and to the United States. When we think about what we
believe in and make choices to act in ways that demonstrate those
beliefs, we help make sure that America remains a place where
there is liberty and justice for all.

EXPLAIN – Good Citizens Suggested Day 6 (cont’d) – 10 minutes

1. Students say the Pledge of Allegiance.

ELABORATE – Summarize learning Suggested Day 7 – 10 minutes

1. Students think about what they have learned about good citizenship, Materials:
including characteristics of good citizenship, people who exemplify
characteristics of good citizenship, and the choices people make to be a paper and art supplies
good citizen.
TEKS: 2.4A; 2.13A, 2.13B, 2.13C, 2.13D
2. Facilitate a brief discussion where students address the Key Understanding
and guiding questions to summarize learning in the lesson, applying that
learning to historical and contemporary people who are good citizens:

Historic and contemporary good citizens in a democratic society

display common characteristics that reflect the beliefs that they
value.

—    What contributions by historical figures have influenced the community, state

and nation?
—    What are the characteristics of good citizenship?
—    Who are examples of historical figures who have exemplified good
citizenship?
—    Who are examples of other individuals who exemplify good citizenship?
—    How do people actively practice good citizenship?

EVALUATE – Good Citizen poster Suggested Day 8 – 50 minutes

Grade 02 Social Studies Unit 01 PI 01 Materials:

Create a “Wanted! Good Citizens” poster illustrating a good citizen(s). Use at least 3 of the
construction paper
characteristics of good citizenship and cite examples of historic and/or contemporary
art supplies
figures actively practicing good citizenship. Explain to a classmate how the person
exhibited good citizenship. TEKS: 2.4A; 2.13A, 2.13B, 2.13C, 2.13D; 2.19A, 2.19B
Standard(s): 2.4A , 2.13A , 2.13B , 2.13C , 2.13D , 2.19A , 2.19B
ELPS ELPS.c.1C , ELPS.c.2C

1. Distribute art supplies to students and explain the Performance Indicator,

including sharing requirements described in the rubric to be used for scoring.
2. Students work independently to complete their poster.

3. Students share their work with a partner.

4. Evaluate student work using a rubric.
EXTEND – Optional extension activity Optional, as time allows

1. Post the student posters.

2. Invite another class or parents to visit the exhibit.
3. Students stand in front of their poster and share their learning with visitors.

Last Updated 05/15/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 7 of 20  
 Grade 2
Social Studies
Unit: 01 Lesson: 01

Historical Figure Stamps

(2010). Thurgood marshall stamp. (2010). [Web Photo]. Retrieved from

http://www.enchantedlearning.com/history/us/aframer/bios/

©2012, TESCCC 4/01/13 page 1 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

(n.d.). Abigail adams. [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=70e8084f6e917fd2851398cb2a71225f398190e8

©2012, TESCCC 4/01/13 page 2 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

(2013). Sojourner truth stamp 1986. (2013). [Web Photo]. Retrieved from
http://usstampgallery.com/view.php?id=c255e4e00d1e8081e3b3e0e0f
1a6682fb90811f6&st=sojourner%20truth

©2012, TESCCC 4/01/13 page 3 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Historical Good Citizen Biographies

Abigail Adams

Abigail Adams was born in 1744. She was married to John Adams who
was the second president of the United States. She believed in equal rights
for women. She wanted women to have an education. She was not able to
go to school, and her mother taught her how to read and write. Abigail
Adams was also opposed to slavery. She believed that slavery was evil
and was a threat to America. She wrote letters to her husband about her
beliefs. Her son, John Quincy Adams, was the sixth president of the United
States. She died in 1818 when she was 74 years old.

(n.d.). Abigail adams. [Web Photo]. Retrieved from

http://usstampgallery.com/view.php?id=70e8084f6e917fd2851398cb2a71225f398190e8

©2013, TESCCC 05/03/13 page 1 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Historical Good Citizen Biographies

Sojourner Truth

Sojourner Truth was born in 1797. She was born a slave, and her given
name was Isabella Baumfree. Later she and her baby daughter escaped
from her owners. She had to go to court to have her son Peter, who had
been sold illegally, returned to her. She won the case with the help of some
abolitionists, the Van Wageners. She changed her name to Sojourner
(which means traveler) Truth (honesty) and became a preacher. She also
spoke against slavery, and for equal rights for all people, including women.
She gave a famous speech titled “Ain’t I A Woman.” She worked to improve
the rights of African Americans after slavery ended. She died in 1883. She
was 86 years old.

(2013). Sojourner truth stamp 1986. (2013). [Web Photo]. Retrieved from
http://usstampgallery.com/view.php?id=c255e4e00d1e8081e3b3e0e0f
1a6682fb90811f6&st=sojourner%20truth

©2013, TESCCC 05/03/13 page 2 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Historical Good Citizen Biographies

Thurgood Marshall

Thurgood Marshall was born in 1908. He attended law school at Howard

University. He worked for the NAACP (the National Association for the
Advancement of Colored People). He fought to end segregation (keeping
people separated by their color) in housing, education, and voting. He was
the head lawyer in the famous case Brown v. The Board of Education,
which made segregation illegal. In 1967, he was appointed to the United
States Supreme Court by President Johnson. He was the first African
American to serve on the nation’s highest court. He retired in 1991 when
his health started to fail, and he died in 1993. He was 85 years old.

(2010). Thurgood marshall stamp. (2010). [Web Photo]. Retrieved from

http://www.enchantedlearning.com/history/us/aframer/bios/

©2013, TESCCC 05/03/13 page 3 of 3

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Good Citizen Notes

Who was the Good Citizen? Which characteristics of good citizenship

were shown?

When did he/she live?

How were they shown?

What was going on at the time?

What did the person believe?

What did he/she choose to do? Picture

Why did he/she do this?

How did these actions help shape the nation?

Summary

©2012, TESCCC 05/03/12 page 1 of 1

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Good Citizen Notes Questions

Note: The following are questions that can be considered as students study the good citizen. Answers
will depend on primary and secondary sources available and chosen for use during this lesson.

Abigail Adams:
Who was the Good Citizen?
When did she live?
What was going on at the time?
Which characteristics of good citizenship were shown?
How were they shown?
What did the person believe?
What did she choose to do?
Why did she do this?
How did these actions help shape the nation?

Sojourner Truth:
Who was the Good Citizen?
When did she live?
What was going on at the time?
Which characteristics of good citizenship were shown?
How were they shown?
What did the person believe?
What did she choose to do?
Why did she do this?
How did these actions help shape the nation?

Thurgood Marshall:
Who was the Good Citizen?
When did he live?
What was going on at the time?
Which characteristics of good citizenship were shown?
How were they shown?
What did the person believe?
What did he choose to do?
Why did he do this?
How did these actions help shape the nation?

©2012, TESCCC 05/03/12 page 1 of 1

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Three Good Citizens!

Abigail Adams Sojourner Truth Thurgood Marshall

1744 – 1818 1797 – 1883 1908 – 1993

What? What? What?

When? When? When?

Where? Where? Where?

Why? Why? Why?

Importance: Importance: Importance:

©2012, TESCCC 04/05/13 page 1 of 1

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Good Citizen Scenarios

Annabelle is a Girl Scout. She decided to become a Girl Scout

because her friend Lydia invited her to join, and it looked like fun.
In Girl Scouts, Annabelle and Lydia have been learning a lot.
They work hard on new skills to earn badges. Their Girl Scout
troop also works together to help people. In the fall, they clean up
their school’s playground; in the winter, they collect canned goods
for the needy; and in the spring, they have planned a day to work
at the local animal shelter.

©2013, TESCCC 05/15/13 page 1 of 4

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Anthony is a firefighter. He had to get special training to be a

firefighter. He also has to stay fit and strong. Anthony and the
other fire fighters fight fires in their community. They help keep
people safe. They also help when there is a car accident.
Firefighters are first responders; they are some of the first people
on the scene when people need help.

©2013, TESCCC 05/15/13 page 2 of 4

 Grade 2
Social Studies
Unit: 01 Lesson: 01

Mr. Mendoza is a grandparent volunteer at an elementary school.

He makes a promise to come once a week. He meets with first
graders and helps them practice their reading. While it is not his
job and he does not get paid, he enjoys helping. The first graders
love it when Mr. Mendoza and the other volunteers come.

©2013, TESCCC 05/15/13 page 3 of 4

 Grade 2
Social Studies
Unit: 01 Lesson: 01

The Astor High School 4x400 relay team has been practicing all
season. They have to work together and listen to their coaches.
They have to come to practice even if they are tired or bored.
They have to keep good grades to get to participate in track. They
also have to make healthy choices. The team relies on each
other.

Image source (all): Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2013, TESCCC 05/15/13 page 4 of 4