My Country Then and Now

GRADES K—3

My Country Then and Now

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Source: Frontpage/Shutterstock, Inc.

Table of Contents Yellowstone Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Cities Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Presidents Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Soldiers Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Document-Based Question Task . . . . . . . . . . . . . . . . . . . . . . 42 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

#50610 (i4044)—Document-Based Assessment Activities

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Yellowstone Then and Now

Standard/Objective Students will know why important buildings, statues, and monuments are associated with state and national history.

Vocabulary

Connecting to the Document

• fumaroles—vents in volcanic ground that leak steam and hot gases

• Ask students if they have ever visited a national or state park. • Have students draw what they think of when they think of a forested area. • Have students think of a place in their own city that they think is special and would like to protect from change. Discuss possible ways to make that happen.

Leading Questions • How do we know that the top picture is an old picture? • How is the Now picture different from the Then picture?

• canyon—a deep valley with high, steep slopes

• geyser—a spring that throws hot water and steam into the air • national park—land that is legally owned and cared for by the government • volcanic—something that originates from or is formed by a volcano • tourist—someone who travels to places away from home

Graphic Organizer Extension Draw a T-chart on the board. Label one side Then and the other side Now. Have students list all of the things that they see in each picture and write them on the board.

BACKGROUND INFORMATION

E

xploration of the area that became Yellowstone National Park began as early as 1797 when explorer and geographer David Thompson wrote about a place that he called “Yellow Stone.” In 1806, members of the Lewis and Clark expedition reported that they saw a volcano and that it sounded like thunder. In 1870, an expedition led by the Montana Surveyor General Henry Dana Washburn explored the area. Trappers had talked about the area and its strange volcanic features. Yellowstone, located in Wyoming and named for its yellow-colored rock, was the world’s first national park. Because Yellowstone is a spectacular area with a variety of wildlife and more than 10,000 geysers, hot springs, and fumaroles, people wanted to protect it so that everyone could enjoy its beauty. In 1872, President Ulysses S. Grant signed into law a bill that made Yellowstone a national park. The Yellowstone River flows through the park and creates two impressive waterfalls. The river has cut a large canyon through the yellow-colored rock. For many years, few people could visit Yellowstone because it was difficult to get there. As more people owned cars, the park became a popular place to visit. As a national park, Yellowstone is protected and regulated by the government. 34


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Name________________________________________________

Yellowstone Then and Now Directions: Look at the pictures and answer the questions below.

Then

Now Source: The Library of Congress

Source: Jerry Sharp/Shutterstock, Inc.

__________________________________________________ __________________________________________________ 2. How are both pictures alike? Name two things.

QUESTIONS

1. How is the park different today? Name two things.

__________________________________________________ __________________________________________________ © Shell Education


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Cities Then and Now

Standard/Objective Students will understand changes in community life over time.

Connecting to the Document • Ask students if they have ever been downtown in a city. Let them share their experiences. • Make a list of things they might see in a city. • Talk about how cities change over time. Place the students in small groups and discuss how where they live might change in the future. Have students in each group present their ideas.

Leading Questions

Vocabulary • city—a large, densely populated area where many people live and work • community—a group of people living in the same area or an area where people live. • government—a political system that makes and enforces laws to manage an area of people • industry—large businesses connected with the manufacturing of products

• What are some things you see in the cities? • How are the two cities different?

Graphic Organizer Extension Show the two pictures to students. Draw a three-columned T-chart on chart paper. At the top of the first column, write City Then. At the top of the second column, write City Now. At the top of the third column, write Where We Live. Have the students write or draw characteristics of each in the appropriate column.


V

illages, towns, and cities are all areas in which people live and work. They are classified according to size. People form communities within their villages, towns, and cities and establish leadership and organizational rules. Villages are the smallest communities and are usually developed first. When people settled in our country, they formed villages. The industrial revolution caused villages to become more populated and businesses to develop. Villages often grew into towns and towns grew into cities. Towns are larger than villages but smaller than cities. Cities are the largest communities. They are populated by many people and contain industries. A city has a complex government under the leadership of a mayor. The picture from long ago shows the main street of a town in the early 1900s. It has a trolley system, a tall building in the background, storefront shopping, and shoppers. The picture of a modern day city shows Times Square in New York City. Taxis, cars, and pedestrians are moving to get from one place to another. The buildings have electric lights and signs. There are many tall buildings, called skyscrapers, that are placed side by side.

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Name________________________________________________

Cities Then and Now Directions: Look at the pictures and answer the questions below.

Then

Now

Source: ChipPix/Shutterstock, Inc.

Source: Charlie Hutton/Shutterstock. Inc.

__________________________________________________ __________________________________________________ 2. In the Then picture, how do people get from place to place?

QUESTIONS

1. How are the two cities alike? Name two things.

__________________________________________________ 3. In the Now picture, how do people get from place to place? __________________________________________________ © Shell Education


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Presidents Then and Now

Standard/Objective Students will understand how important figures reacted to their times and why they were significant to the history of our democracy.

Vocabulary

Connecting to the Document

• term—a length of time with a beginning and an end

• Ask students what they know about the office of the President of the United States. Write their answers in a web on the board. Play “Hail to the Chief” and tell them that it is the special music played to honor a president. • Generate a class list of the most important qualities that a president should have. Write the list on a large piece of paper.

• president—the highestranking leader

• military—the armed forces • White House—the house where the president lives • inauguration—the formal ceremony that takes place when a president takes office

• Have students make a list of things that they would like to do if they were the president.

Leading Questions • How can you tell that President George Washington lived a long time ago? • How can you tell the photograph of Barack Obama was taken recently?

Graphic Organizer Extension Draw a Venn diagram on the board. Above the left circle, place a picture of George Washington. Above the right circle, place a picture of Barack Obama. Have students work with partners and write or draw similarities between the two leaders.


P

resident George Washington was the first president of the United States. He was born in 1732 and was raised as an 18th century Virginia gentleman. The Electoral College unanimously elected him president in 1789. He served as president for two terms of office, or eight years. Before becoming the president, George Washington was a Virginia planter and a general in the United States Army. In 1775, Washington was elected commander in chief of the Continental Army. His two main interests were the military and the western expansion of the country. President Barack Obama is the 44th president of the United States. He took office on January 20, 2009. President Obama was born in Hawaii in 1961. He graduated from both Columbia University and Harvard Law School. He began his public service career as a community organizer. Obama became a United States Senator representing the state of Illinois in 2005. He left his senate seat in 2008 to join the presidential campaign. 38


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Name________________________________________________

Presidents Then and Now Directions: Look at the pictures and answer the questions below.

Then

Source: Pete Souza

Source: pandapaw/Shutterstock, Inc.

Now

__________________________________________________ __________________________________________________

QUESTIONS

1. Look at the Then picture. How do you know that this is an old picture?

2. Look at the Now picture. What clues tell you that Barack Obama is a president today? __________________________________________________ __________________________________________________ © Shell Education


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Soldiers Then and Now

Standard/Objective Students will understand how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups.

Vocabulary

Leading Questions

• military—an organized group of people trained to defend the country • militia—a group of citizens who are trained to serve in emergencies but are not part of an enlisted military • weapon—an instrument designed to injure or kill • independence—freedom from the control of another person or country • uniform—a set of clothes used to identify someone as belonging to a group

• What do you think life is like for the soldiers in the Now picture?

• defend—to protect from danger or harm

Connecting to the Document • Ask students what they know about soldiers today. Ask if they know anyone who is currently in the military. • Invite a member of the military or a member of a local veterans’ group to visit the class. • Write thank-you letters to soldiers.

• Why do you think the men in the Then picture became soldiers?

Graphic Organizer Extension Use chalk to draw a Venn diagram on the ground outside. Place the Then picture in the first circle and the Now picture in the second. Give students chalk. Ask each student to write or draw items that they see in the pictures in the appropriate circles. They should draw items that are in both pictures in the overlapping area.


T

he earliest militia can be traced to citizens who took it upon themselves to protect their settlements against outsiders, either other settlers or native tribes. Through the years, the military has changed both in appearance and in methods of warfare. During the time of the Revolutionary War, soldiers of the Continental Army wore uniforms like those pictured in the first photo. They were decorative and formal in appearance. Their hats were made of leather or fur. Hand-held weapons were usually muskets and rifles that had to be reloaded after each firing. Rifles and muskets had long barrels to which a bayonet could be attached. The second picture shows soldiers in action today. They are dressed for combat, and their uniforms are comfortable and enable them to move easily. Their hats are made of hard material that offers maximum protection. Today, soldiers wear different types of uniforms for various kinds of duty. Weapons today are high-powered and technically complex. 40


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Name________________________________________________

Soldiers Then and Now Directions: Look at the pictures and answer the questions below.

Source: United States Department of Defense

Then

Now

Source: The Library of Congress

__________________________________________________ __________________________________________________ 2. Describe the uniforms of the Now soldiers.

QUESTIONS

1. Describe the uniforms of the Then soldiers.

__________________________________________________ __________________________________________________ 3. Why do you think the uniforms have changed? __________________________________________________ __________________________________________________ © Shell Education


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DAY 1

Document-Based Question Task 1. Activate students’ knowledge about their country with this review. Students will be filling in a graphic organizer. Students in grades 2–3 should record information in their own graphic organizers as you model, on the board, how to fill it in. Students in grades K–1 can just participate in the one you model for them. 2. Draw a square on the board and divide it into four equal sections. Remind students that they have been studying about their country this week. Write My Country above this graphic organizer. 3. Ask students if they can tell you what they learned about their country. Lead students to conclude that they learned about Yellowstone National Park (or just national parks), cities, presidents, and soldiers. At the top of each square on the graphic organizer write national parks, cities, presidents, and soldiers.

DAY 2

4. Then, have students draw a picture in each box that shows what they learned about each part of their country. Let students take turns sharing their pictures.

1. Begin by showing all of the primary source images, two at a time, to students. Start with the two images that show Yellowstone, cities, etc. 2. Students will be writing about their country. The writing task is different for the two age groups. Write the following questions on the board: • Grades K–1 students will use this sentence stem: The most important thing I know about my country is . . . • Grades 2–3 students will write a paragraph to address this task: Name at least three ways your country has changed. 3. Have students draw pictures to go along with their answers. Remind students to think about the graphic organizer from the previous day and to think about the pictures they just viewed as they write and draw.

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Answer Key Yellowstone Then and Now (page 35)

Soldiers Then and Now (page 41)

1. Answers will vary, but may include that the park has paved walkways and benches for tourists.

1. Answers will vary, but may include that the soldiers have long coats, spears, long guns, short pants, and boots.

2. Answers will vary, but may include that both parks have people and geysers.

2. Answers will vary, but may include that the soldiers have long pants, camouflage, helmets, straps under their chins, machine guns, boots, and vests.

Cities Then and Now (page 37) 1. Both cities have people, stores, signs, and transportation. 2. People ride a trolley or they walk. 3. People use taxis, cars, or walk.

3. Answers will vary. Students might say that war is different today. Soldiers use more powerful guns, so they need different kinds of uniforms with added protection.

Presidents Then and Now (page 39) 1. Answers will vary, but may include that this is an old picture because of the style of Washington’s hair and his clothes; his picture is drawn instead of photographed. 2. Answers will vary, but may include that there is a United States flag in the background or that there is a United States flag pin on President Obama’s suit.

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Notes

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