Social Studies

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Social Studies © 2018
asks students to discover their world with
can’t-put-it-down content that captivates with
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interesting facts. Built for Teachers’ varying
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foster students’ curiosity and cultivate their
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Grade K Grade 1 Grade 2 Grade 3 Grade 4
ii
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Program Components
Bear Flag Republic
Contents
2 8 9 14
There shall be firm 15
Pushes and Pulls you could fit into a wagon or carry onto a
The Pull Mexican-American War Everyone argues every once in a while. something that had been building up and coincided with the beginning of California
Annexation!
l mexiCan
and universal peace
According to d Less than a
governor Pío Pico the treaty, the month after the
ship. What would make you do it? Think about the last time you had an building up. The buildup is the backstory. and other western territories, but the
between the United States
l fur hats were and his brother, Californios fighting stopped
What would make you decide to leave your What would have made the pioneers of all the rage back argument. Chances are you were arguing The same process may take place between backstory began decades earlier…. It’s one thing to declare that California is part
General Andrés would give up in California, it
home, your neighborhood, your state – the early 19th century decide to head for
East. They were in
demand, and supply about one thing, but the argument was nations. In 1846, Mexico and the United of the United States. It’s another thing for
Pico, helped
arrange the
their weapons
and promise of America and the stopped every-
every
where. The date
everything familiar – knowing you would California? Why did they travel thousands was short. People really about something else altogether, States went to war. The results of that war other countries – particularly Mexico – to surrender of not to fight
Mexican Republic, and was February 2,
never return? Or to be an immigrant, of miles by ship or make the difficult over- were willing to pay
accept this and act accordingly. Acceptance
California. The against the U.S. 1848. The place
someone who comes from one country land journey with little information and
a high price to own 1824 1836 noveMber 1845 DeceMber 1845 two sides met again. They between their respective was Guadalupe
one. Where did the took another six months and many battles. at Campo de would also Hidalgo, a town
to live in another? What would make you few hard facts about their unknown furs come from? The the present-day cate with settlers r when MexIco l JaMes. K. polK, Polk offered to pay r probleMs recognize that Tex- U.S. government Cahuenga near agree to obey countries, territories, cities, where the Mexican
decide to travel thousands of miles on destination? Some were pushed to make West, of course.
Mountain men and
states of Texas,
New Mexico, and
in the northern
area? There were
became indepen-
dent, United States
president of the
U.S., wanted to
Mexico $40 million
for California, New
between the U.S.
and Mexico got
as was indepen-
dent. No wonder
leaders became
even more upset.
l Commander
Sloat named
ordered John C.
Frémont and
the Los Angeles
River. There, they
the laws of the
U.S. In return, towns and people, without
government had
fled toward the
land or sea to an unknown place? No the journey by circumstances at home.
exception of places or persons.
trappers had the California com- no telephones. citizens in Texas keep expanding the Mexico, and Arizona, worse. In 1845, Robert F. Stockton Archibald Gillespie, discussed what the Californios end of the war.
restaurants along the way. No motels. Some were pulled by the lure of California strength, courage, bined. Find Mexico No telegrams. No automatically country. He had but Mexico refused Texas citizens voted (left) to replace him. a U.S. marine, to would be called would enjoy the The event was
No rest stops. Only the food and clothes and other destinations in the West.
and love of adven- City, the capital, on e-mails. Messages became Mexican added Texas. Now to sell. As a result, to join the U.S. And Stockton made the lead them. The the Treaty of same rights as the signing of
—Text from the Treaty

ture to push west in the map. Now had to be delivered citizens. Problems he wanted to add tensions between the U.S. voted to Bear Flaggers – group set out to Cahuenga. (A U.S. citizens. the Treaty of
the 1820s looking imagine what it by horseback or between Texas and California. In the two countries annex, or add, Tex- as the California take control of treaty is a written When both Guadalupe Hidalgo.
of Guadalupe Hidalgo
The Push
r MorMon belIefs for fur-bearing was like to travel wagon. No wonder Mexico developed Mexico. No wonder November 1845, continued to grow. as. On December rebels were called other California agreement be- sides signed The Mexican-
were very different animals. These u MexIco won Its – a form of govern- from Mexico City to it was difficult to right away. The these leaders were 29, Texas became – part of the U.S. cities, including tween groups the agreement, American War
from the beliefs early frontier people independence from ment in which the northern border control what went problem was that upset. The prob- the 28th state. Army. Stockton Los Angeles. or nations.) the conquest of was over.
of most Americans, created overland Spain in 1821. people elect their of California. How on in the parts of Mexican leaders lems led to war, and Mexico refused to California was
d It was called price of flour rose especially Protes- trails that later were Three years later, it leaders. Mexico could people in the the country far still thought of in 1836, Texas won complete.
the Panic of 1837. sky-high. As times tants in the 1800s. widened to fit became a republic was bigger than capital communi- from the capital. Texas as part of its independence. on august 13, The date
Banks closed. grew worse in Non-Mormons groups of wagons Frémont and was January
Crops failed. the East, the were suspicious called wagon trains. Gillespie captured 13, 1847.
Factories shut possibilities of the and fearful. To 1845 May 1846 Los Angeles. Soon
down. People lost West looked better escape prejudice, after, Stockton
their jobs, and the and better. Mormons in New d In 1845, claimed the Rio declared, “Califor-
York looked to the r It was all geographical Mexican and U.S. Grande River nia is entirely free
West, where they over the news. wonders, and a leaders disagreed was the border. from Mexican
could create com- Pamphlets about healthy climate. about the border The Mexican dominion [rule].”
munities of their the new frontier Some stories between Texas government But the victory did
own. One place were everywhere. were true. and Mexico. The claimed it was not last long. When
they settled was Later came letters Some were United States the Nueces River. some Californios
San Bernardino, from friends and exaggerated. rebelled against
California. family members All attracted u In sprIng of Mexico had set. In the soldiers, the
u Gold! It was Polk announced the movement of who had moved people to 1846, tensions April, Mexican soldiers retreated d as part of the
d as people Young adults from They also moved discovered in discovery, a rush to people, tens of west. They all told the West. between the United troops attacked and followed treaty, the United
immigrated to large families to the frontier, land California in California began. It thousands, all in stories of riches States and Mexico them. On May 13, Gillespie back to States paid Mexico
Arkansas River San Pedro, a ran-
the United States, moved out of the beyond the settled January 1848. After was called the Gold search of their and adventure, of came to a head. In 1846, the United $15 million. The
cities in the East family home to parts of the U.S. President James Rush, a huge fortune. unclaimed land, of March of that year, States declared war cho outside Los U.S. also agreed to
became more and smaller cities away U.S. soldiers on Mexico. And so Angeles. There, protect the rights of
more crowded. from the coast. l In the early crossed the Nueces began the Mexican- they met another Mexican citizens
1800s, California River, the border American War. group of U.S. sol- living in the United
was part of Mexi- diers. The two States territory and
Disputed groups returned to
co, which declared area allow them to
its independence Los Angeles to fight become citizens.
Texas
from Spain in again. After several The United States
1821 and abol- battles, including would also honor
Mexico Rio
those led by Gener-
ished slavery. Grande
Gulf
the property rights
Learning this, Nueces of al Stephen Watts u When the treaty made up one-third With this treaty, of Mexican citizens.
River Mexico
many enslaved Kearny, the Califor- of Guadalupe of the northern half President Polk’s
African Americans nios lost. The final Hidalgo was of Mexico and dreams of the
escaped slavery by battle took place signed, California, together measure United States
u new enGland were farming the train or steamboat, at San Pasqual. Utah, Nevada, over 500,000 extending from
farmers tilled the open, fertile lands but most went on Kearny and Stock- and parts of New square miles. In the Atlantic to the
rocky valleys of the in the West. Many foot to find free- ton took control of Mexico, Arizona, addition, Mexico Pacific came true.
PAGES 2–3 PAGES 8–9 PAGES 14–15

Appalachian Moun- made the move dom in California. Los Angeles on Colorado, and gave up all claims The land trans-
tains. Many thought there. They were January 10, 1847. Wyoming officially to Texas. Plus, it ferred from Mexico
about how much the pioneers, the The battle for became parts of recognized the Rio to the U.S. came
easier their lives first people to set- California was over. the United States. Grande as the to be known as the
might be if they tle in the new land. These lands had southern border. Mexican Cession.
Pushes and Pulls Mexican-American War Annexation!

California’s growth from the 1820s– A timeline explains events leading The U.S. government moved quickly
1850 was the result of economic and to the war between Mexico and the to take control of California from
societal issues. United States. Mexico.
v
4 5 8 9 16 17
Early Firsts Fast A Constitution Statehood!

What does it mean to be the first? To be from nothing. What – if anything – do
Track to
r By law, aN area the state from all
needed a popu- over the world.
a leader? To do something no one before they expect in return? Meet some of lation of 60,000 In a short time,
you has done? What kinds of individuals California’s early pioneers, people
Statehood
before it could about 90,000 for-
choose to do these things? To blaze trails. who were ready to explore and face become a state.
California had no
tune seekers had
arrived. California
To risk their lives. To build something the unknown. problem meeting most definitely had
September 9. It this requirement. the population for
could be a red- There was gold statehood, but it
letter date on every
r James Beck- Crow adopted to be had. People wasn’t such a
wourth was a Beckwourth, and streamed into simple matter.
trailblazer, a he followed their calendar sold in
person who made
new paths for
way of life for
many years. After
California. Why? u the MexicaN- chosen to repre-
Because it was on
American War was sent residents of
others to follow. Beckwourth left over. California California, met in
He was one of the Crow, he u mIlItary offIcer. For a short time, this date in 1850 was part of the Monterey. They
those trappers
who pushed west
worked to guide
wagon trains
Explorer. Map-
maker. These
California was an that California United States.
But it was neither
worked continu-
ously for six weeks u Nowhere iN the in the California
into Missouri and through the moun- words describe independent republic became the 31st a territory nor a to write a constitu- U.S. Constitution Constitution.
beyond. In 1828, tains to California. John C. Frémont known as the Bear Flag state of the United state. After the tion. In November, will you find a Every last turn of
the Crow Indians
of Wyoming cap-
In the process, he
found a pass, or
well. Beginning
in 1842, Frémont
Republic. This was its States. California’s war, the U.S.
Congress had not
the people of
California voted to
description of the
boundaries of our
the border. And
all the islands
tured Beckwourth. opening between headed five flag. The grizzly bear path to statehood set up any kind ratify, or approve, country. But you along the Pacific
According to mountains. The expeditions to the stands for strength and was the fastest. of government the constitution. will find them Coast.
Beckwourth, the
Crow mistook him
pass came to be
known as the
West. Before he
was finished, determination. In 1911, Most states first for California.
So Californians
u the people
mining for gold
l califorNia’s
request for
for the son of a Beckwourth Trail. he had traveled the Bear Flag became entered the union took matters into needed sturdy statehood set
chief. According
to others, Beck-
It was one of the
lowest and safest
through the entire
region and become
California’s state flag. as territories. But their own hands. clothes. Levi off a huge debate.
not California.
They decided to Strauss wanted At the time, the
wourth was with
the Crow to set up
trails through the
Sierra Nevada
involved in helping
California free After being part of
create a consti-
tution, or plan
JUDICIAL to provide them.
Strauss manufac-
United States
was struggling
trade with them.
In either case, the
mountain range. itself from Mexican
rule. According to
the United States of government.
On September 1,
tured heavyweight
pants. The cloth
with slavery. The
country had the
some historians, for two years, it 1849, almost a he used was same number of
one of his greatest went directly to year to the day known as “genes.” free states as slave
feats was the book
statehood. And before California The name stuck. states. California’s
expeditions and
he wrote with his
wife, Jessie. The along the way, it
would become
a state, the
LEGISLATIVE EXECUTIVE
Today, most people
have a pair.
Constitution did
not allow slavery.
about Carson’s book was about adopted a state work of writing It would have to
accomplishments
along the trail. As
California. It was
complete with constitution with the California
Constitution began.
enter the United
States as a
people read the maps and reports, a difference. Delegates, people free state. The
reports, Carson’s and may have representatives
reputation grew. influenced many of slave-holding
Before long, he pioneers to make the califorNia states didn’t like
appeared larger the trip west. Constitution did not the idea of being
than life in fiction – give women the right outnumbered. It
shown as a rough to vote. But it did took eight months
u He was a legend mountain man give them the right l accordiNg to enslaved person for members of the
in his own time. capable of super- to own property. u iN soMe ways, of government, sure that the laws the Compromise would be pun- U.S. Congress to
l If you lIve In to two groups. One finding gold in the raised cattle. In The legend began human feats. In real the California just like the U.S. were carried out. of 1850, California ished. California make a deal that
Chico, you have a group turned south Feather River. He 1860, Bidwell offi- when John C. life, Carson was Constitution was government. The The head of the would join the officially became became known as
connection to John toward California. used his wealth to cially established u JededIaH strong the Rocky Moun- settlers headed to Frémont hired him. known for his cour- like the U.S. legislative branch executive branch Union as a free the 31st state the Compromise of
Bidwell. In 1841, John Bidwell was buy some land, the town of Chico. Smith was an tains. The route Oregon and Cali- Kit Carson was age and humility. “A Constitution. made the laws. It was the governor. state. In exchange, on September 9, 1850.
Bidwell joined in that group. He which he called Bidwell Park, in explorer and fur came to be known fornia. Years later, to guide Frémont man whose word People had many was made up of The judicial branch Congress passed a 1850 – only two

a wagon train and the others Rancho del Arroyo Chico, honors his trapper. With a tip as South Pass. Smith led the first through the was as sure as the of the same a legislature, or decided what law – the Fugitive years after the
headed for Oregon. made the first Chico. He planted place in California from the Crow Eventually, South group of fur trap- Rocky Mountains sun comin’ up” is guarantees and group of officials the laws meant. Slave Act – that Mexican-American
When the pioneers overland trip to fruit trees and history. Indians, Smith and Pass became one pers through the to Oregon and how an acquain- freedoms. It also the people elect- It included the said anyone who War ended and in
reached Fort Hall in California. Bidwell wheat fields. He his group found an of the main routes Mojave Desert to California. Frémont tance of Carson set up three parts, ed. The executive courts. was caught help- record time.
Free States
Idaho, they split in- became rich after grew grapes and easy route across for trappers and California. wrote about his described him. or branches, branch made ing an escaped
Slave States
Territories
Early Firsts California State Flag Fast Track to Statehood

Pioneers helped show that California A photograph depicts the first and California joined the union amidst
was a desirable destination. only flag of the proud Bear Flag the conflict between North and
Republic. South over slavery.
6 7 12 18 19
Trouble Brewing facing Mexico ever since it had won its

Bear Flag Revolt Activities
d They were Born r PeoPle were to stay. (Tallow is
in California. arriving in Califor- fat from cattle and HERE’S A SNEAK PEEK AT THE NEXT THREE ISSUES IN THIS GRADE LEVEL SERIES.
independence from Spain. It needed more
Online Student
Their parents nia all the time, sheep, which is
people to settle in California (or Alta were Spanish or mainly from within used to make soap
Imagine this: You own hundreds of California, as it was then called). Mexico’s
Pío Pico
Latin American. the United States. and candles.) Imagine a time without Internet or phones
thousands of acres of land. You have solution was land grants, gifts of land to u Pico Boulevard
They were Cali-
fornios – Spanish
Some were busi-
nesspeople who
Others were
mountain men like even harder for
or even widely distributed newspapers.
power. You have control. You lay down settlers. The government used the land is a major street in Californians. came to trade in Jedediah Smith. the government In the 1840s, news traveled slowly. But
Kids Discover Magazine

the law that all must obey. There’s only grants to lure people to California. And it
Los Angeles. Pico Pío Pico was cowhide and tal- Still others were to keep control rumors didn’t, especially rumors of a
one problem: Few people live on your worked! Many land grants became huge
Rivera is a city near
Los Angeles. Both
a Californio. low and decided frontier settlers
like Nancy Kelsey.
of the territory.
What’s more, Cali-
Cali
coming war between the United States and
land. There is almost no one to obey the ranchos, or cattle ranches. The population are named for Pío The Mexican gov- fornios themselves Mexico. The rumors made the people of u The rebels this, California republic was
laws you set down. This was the problem grew. And the growth caused problems.
Pico. Pío Pico was ernment passed were divided over California fearful. They felt Mexico might raised a handmade declared itself to named the Bear
of Spanish, African,
and American
laws for new
immigrants. The
what to do about
American settlers attack them to prevent a rebellion. So they flag over Sonoma’s
main plaza. With
be an independent
republic. Later, the
Flag Republic.
rumor that Castro d The Mexican Indian heritage. laws required they in California. acted. Even before news of the start of the
was going to
make all American
government didn’t
set up clear rules
He was the gover-
nor of Mexican
become citizens
of Mexico and con-
con
Mexican-American War reached them, the r The U.s. and
1 2 3
settlers leave Cali- for governing Cali- California when the vert to Catholicism. people in California began their own revolt. Mexico had
John d. sloaT
Gold Rush Cultural Development Growth of Industry
fornia. People who fornia. And it had Mexican-American Often, the laws already been at Gold, how it glittered in the sunlight! and Diversity and Agriculture
had not become no plans for paying War ended in 1848. were not enforced, d IT was May 13. yet reached them. spoke with set- war for two What effect did this brilliant metal have California is one of the most diverse How did California become the
Mexican citizens people to work in That makes him which made it On this date in At about the same tlers there. He months. As part on California? How did it change the states in our country. This is your agricultural and industrial powerhouse
were worried their government. As a the last governor of The sTage was 1846, the United time, John C. encouraged them of that conflict, politics, the environment, and the lives chance to explore how and why it it is today? Find out by tracing the
lives were about to result, the govern- Mexican California. set for trouble: States declared war Frémont arrived to get ready for President Polk of the people who came to live there? happened – why immigration and transformation of California, from
u during his firsT fornia. But General change. This was ment of the terri- u The econoMy grants. As a result, Pío Pico and his More and more against Mexico. at Sutter’s Fort a revolt against wanted the U.S. Explore the effect of sudden wealth – migration to California exploded revolutionary developments in trans-
expedition west, José Castro, Cali- particularly true of tory was not well of California was rancho owners – brother, General Americans were But the declaration with a group of Mexico. Many to take control and conflicts – the Gold Rush brought. between 1840 and 1900 and how portation and communication to
John C. Frémont fornia’s Mexican squatters, people organized. In the weak. The church no people who owned Andrés Pico, orga- moving west. was made in Wash- soldiers. Suppos- settlers were of Monterey, the
cultural influences from the world massive engineering projects leading
noticed that Cali- military leader, who did not have 25 years after longer controlled the the large cattle nized the surrender The Mexican ington, D.C. So the edly, their job was already suspicious capital of Mexican
over play out in California. to our state’s major role in agriculture.
fornia was not ordered Frémont to clear rights to the Mexico won its missions, or religious ranches – could buy of California to the government people of Alta Cali- to survey the area. of Mexico, so they California. Polk
well defended. He leave. As Frémont land they were independence from settlements. Much of more land at low United States. remained weak. fornia had no idea. But they did more were more than picked John D.
returned to Mon- and his men head- living on. So they Spain, California the mission property prices. The real power Landowners held The news had not than that. Frémont happy to prepare. Sloat, a com-
terey in 1846 with
about 60 soldiers.
ed north to Oregon,
they spread a
were suspicious of
Mexican rule.
had more than a
dozen governors.
had been sold or
given away as land
in California belonged
to them, not to the
all the power. And
many of them
mander in the U.S.
Navy, to do the
DIVE CALIFORNIA
Frémont hoped to people in government. supported the job. He ordered DEEPER STANDARDS
take control of Cali- United States, not Sloat to sail to WITH
Imagine you’re one of the early settlers. With no atlas, no
HSS 4.3 Students explain the
IMMIGRANT
Mexico. It would Monterey. Sloat
only be a matter reached Monterey HMH ONE economic, social, and politi-
of time. on July 2, 1846. Internet, and no GPS, you have to find your way on your own. cal life in California from the
GUIDEBOOK
establishment of the Bear Flag
He had 250 sol- Use your knowledge of early California to write a guidebook Republic through the Mexican-
for others who will be arriving soon. Be sure to include

diers with him. • Families that American War, the Gold Rush,
alTTa california
lTa Five days later, traveled over- and the granting of statehood.
was enormous. they took control information about routes, supplies, and climate. Add a land from east 4.3.1 Identify the locations of
The northernmost
point was hun-
of the city without
firing a single shot.
map and drawings of handy tools that settlers might need. to west expe-
rienced great
Mexican settlements in California
and those of other settlements,
including Fort Ross and Sutter’s
dreds of miles hardships on Fort. 4.3.2 Compare how and
from Mexico City, u The daT
da e was of Mariano Vallejo. l The daT
da e was their journey. why people traveled to California
the capital. It June 14, 1846. Vallejo was the July 9, 1846. Were the risks and the routes they traveled (e.g.,
would take hun- Thirty settlers most important On this date in worth the James Beckwourth, John Bidwell,
Experience
John C. Fremont, Pio Pico). 4.3.4
dreds of soldiers marched into the Mexican official in Sonoma, the Bear rewards? Study the lives of women who
to patrol and
control the terri-
town of Sonoma.
They called them-
Sonoma. He actual-
ly agreed with the
Flag was lowered,
and the United FLAG DESIGN • George and
helped build early California (e.g.,
Biddy Mason). 4.3.5 Discuss how
tory. The Mexican
government
selves Osos, the
Spanish word for
rebels’ cause and
invited them into
States flag was
raised. This
Imagine you were given the honor of designing the Jacob Donner California became a state and
how its new government differed
first flag of California. Would you use the grizzly bear
led a group of • President Polk’s • Learn what Sutter’s farm from those during the Spanish
didn’t have the “bears.” The set- his home. Vallejo’s marked the end 87 men, women, vision was to General John in northern
as its symbol? Consider using other representations of
and Mexican periods.
money to pay tlers’ goal was idea was to discuss of the Bear Flag and children expand the Sloat said to his California. While
them. And few
Mexicans were
to take control of
California away
the situation with
the rebels. But they
Republic.
California, such as a pan of gold, plentiful sunshine, cattle, west. The jour-
ney prompted
United States
to the Pacific
soldiers before
they made their
digging, he and
his co-workers
Historical and Social
or a cornucopia overflowing with fruit and vegetables; or

Sciences Analysis Skills:
willing to move from Mexico. They had something daughter Eliza Ocean. Explore infamous entrance found something Historical Interpretation
PAGES 6–7 PAGES 12–13

perhaps acknowledge the Mexican heritage of the state.
PAGES 18–19
there. Without had become rebels, else in mind. They to write a his dream, into Monterey. that looked like 1. Students summarize the
soldiers to patrol
the area, there
people who fight
against the govern-
arrested Vallejo
and declared
Illustrate your flag, give your republic a name, and be book. Read an
excerpt from
an idea that
became known • James W.
gold. And indeed
it was! But who
key events of the era they are
studying and explain the
was little hope of ment. The rebels California to be prepared to explain your design to other students. her first-person as Manifest Marshall was would share in
historical contexts of those events.
keeping order. went to the home a free republic. acccount. Destiny. working on John these riches?
Trouble Brewing Bear Flag Revolt Activities

The Mexican government had The Bear Flag Revolt led to the short- Guide students to show what they’ve
Kids Discover Magazines, a

enormous problems managing the lived Bear Flag Republic. learned through a performance task.
territory of California.
The Online Student

34 Kids Discover the United States: Making a New Nation
collection of motivational, K-6_SCAETE000000_KDFM_PrinterTest_010517.indd 34 1/5/17 9:17 AM
non-fiction, consumable Teacher’s Guide Experience will provide digital

magazines, will arrive each access to the Kids Discover
year for the subscription The Teacher’s Guides align Magazines, full audio support
duration. Each magazine to the magazine subscription in English and Spanish, and
covers one broad social collection for each grade additional content to cover
studies topic and includes level. They will include topics and standards in
features, activities, and suggestions for integrating greater depth.
opportunities to interact print and digital components,
with the material. In each explicit vocabulary
subscription set, students instruction, reading and
will study various aspects skills support, differentiation
of each topical magazine options, cross-disciplinary
in a highly engaging, visual links, performance tasks, and
manner. Available in English assessments.
and Spanish.
The online learning system (Ed: Your Friend in

Learning) will provide support for instruction,
utilizing both print and digital resources and
assessments. Teachers can assign and track
student work done in their digital materials. hmhco.com
iii
Kids Discover The World Around Us | Grade K
Student Magazine Subscription List
Being a Good Citizen included in this sampler

Flags: And Other Symbols
Jobs
Maps
Neighborhoods
Past and Present
History: A Celebration
iv
Bein g a Good Citizen
Being a
Good
Citizen p ort ant! Your you
ng
citize n is im
Being a good ou t getting along w
ith
rn ab
citizens will le
a
d co nfro nting problems
nd laws, an
others, rules a
s.
with solution
?
IN PARTNERSHIP WITH
good_citizen_cover_NL.indd
1
COMPELLING QUESTION
1/19/17 2:22 PM
Why is it important to learn to be a good citizen?
Activities
TO THE
18 TEACHER
Magazine Activities Preview

At the end of this Magazine, children will have the
opportunity to complete two performance task
activities:
you
k: How can
GOOD
Talk about wa
help peo ple
ys to be a go
at hom
od citizen. As
e? What can
you do to tak
w respec t for peo
e turns
ple in the • Make a poster that shows a way to be a good citizen
w can you sho ster that sho
ws
in school? Ho
CITIZEN en make a po ool, or in the
POSTERS
community?
a way to be
Suggest childr
a go od citi
erward, allo
zen at home, in
w time for chi
sch
ldr en to sha re at home, in school, or in the community.
community. Aft
their work.
• Work together in groups to create and present a skit
EN SKIT
GOOD CITIZ in groups of three. Say they wil
l
Have children
be creating sho
work
rt skits about
zens.
ways to be go
off children’s
od citi
thinking:
about ways to be good citizens.
stions to kick um ent in the
Use these que p sto p an arg
you do to hel a skit? What
What would show this in o
How could you at school? Wh
playground? aks a rule
if someone bre er children hav
e
could happen y to help others? Aft m.
a wa to per for
can show us time for them
ir skits, allow
practiced the
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Good_Citizen
Being a Good Citizen 1

Being a Good Citizen
Contents
2 3 8 9 14 15
Together Problems
Problems happen.
It’s the Law!
Your community has laws.
Cross only when
the sign says Walk.
People together make a group. One person

can be part of many groups. classmates People must follow these
at school rules and laws.
Stay in the crosswalk.
There aren’t
enough markers
for everyone.
family What is a
good solution?
Carly waited a long time

to start her picture. Wear a helmet
The others are ready to start a when you ride.
new activity, but she isn’t done.
What is a good solution?
teammates
Two people want to

sit in the green chair.
friends What is a Keep your dog on a leash.

good solution? You can decide how to act.
You can decide to help
solve a problem.

People in every group need to get along.
Laws help keep people safe.
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Together Problems It’s the Law!

One person can be a part of many Various problem scenarios are Communities have rules and laws
groups. presented. that people must follow.
4 16 17
Getting Along One child, Great Citizens

These are citizens to look up to.
You can get along with others. When people one teacher,
get along, everything is more fun. one book, Ruby Bridges
was the
one pen first African
Benjamin Franklin helped
can change the world. American at
start our country. He wanted
her school.
people to be free. He was also
— Malala Yousafzai, helping One day,
an inventor and a scientist.
Cooperate with others. police walked
Work together.
to solve a problem in her with her to
home country of Pakistan* school. They
needed to
protect her.
She was
brave. Cesar Chavez’s life was hard.
He was a farmworker as a
child. As an adult, he worked so
Be a good sport. farmworkers were treated fairly.
Share.
Mary McLeod
Bethune believed
everyone should
get an education.
Do your part She worked hard
to help. to build a school
for African
Take turns.
American girls.

*From Malala Yousafzai’s speech at the
Youth Takeover from the United Nations,
United Nations. July 12, 2013.
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Getting Along Malala Yousafzai Great Citizens

There are many things people can do The life of Malala Yousafzai, young The accomplishments of four
to get along with others. activist for education for all, is exemplary citizens are shared.
explored.
6 7 12 18 19
Rules at Be a Good Activities

TO THE MAKE CONNECTIONS WITH THESE RELATED TITLES
TEACHER
School
Rules say how to act.
Rules help keep people safe.
Citizen in Your
Following rules helps
us get along at school.
Rules help keep things fair.
Neighborhood Flags and Other Jobs Neighborhoods
You can help in your neighborhood. Symbols People work. They do all
kinds of jobs. Their jobs
Fire stations. Schools.
Supermarkets. Home.
The American flag. The
Be responsible. Do your share. bald eagle. The Statue of help their community. Find Together these places make
Liberty. These things are out more about the work up a neighborhood. What is
symbols. They stand for our people do. your neighborhood like?
country. Learn about what
they mean. Learn about
other symbols.
Help keep your neighborhood clean and safe. Helping

your neighborhood is part of being a good citizen.
GOOD Talk about ways to be a good citizen. Ask: How can you
help people at home? What can you do to take turns
CITIZEN in school? How can you show respect for people in the
POSTERS community? Suggest children make a poster that shows
a way to be a good citizen at home, in school, or in the
Help others.
community. Afterward, allow time for children to share
their work.
GOOD CITIZEN SKIT

Have children work in groups of three. Say they will LEARN
be creating short skits about ways to be good citizens. MORE
Use these questions to kick off children’s thinking: ONLINE!
What would you do to help stop an argument in the
playground? How could you show this in a skit? What Everyone can be a good citizen.
Put your trash in a
could happen if someone breaks a rule at school? Who
PAGES 6–7 PAGES 12–13

trash container. • It’s fun to be part • Everyone can • Everyone can help • It feels good to
PAGES 18–19
can show us a way to help others? After children have of a group. What follow rules. solve problems. help others. What
practiced their skits, allow time for them to perform. groups are you What rules do you What can you do can you do to
Recycle
Recycle bottles
bottles and
and cans.
cans. Recycle
Recycle paper.
paper. part of? follow? to help? help?
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Rules at School Be a Good Citizen in Your Activities

Following rules helps everyone get Neighborhood Guide children to show through
along at school. Helping keep your neighborhood performance tasks what they’ve
clean is part of being a good citizen. learned.
2 Kids Discover The World Around Us

Being a
Good Citize
n
Resources
IN PARTNERSHIP
WITH
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KEY RESOURCES PROGRAM RESOURCES 1/19/17 2:22

PM
Channel One News

Get Started
History Video
Get Set to Read
Literature: Stick and Stone
Home Connection: School to Home
Newsletter
Skills and Features ASSESSMENT

Reading Social Studies: Main Idea and Details
Informal Assessments
Participation Skills: Work Together
Magazine Assessment
Critical Thinking Skills: Solve a Problem
Citizenship: Freedom Festival Performance Guidelines and Rubrics
Good Citizen Poster
Vocabulary
Good Citizen Skit
Vocabulary Cards
Word Picture
Matching Activity
Magazine Glossary
Recommended Reading
For a description of each title, see the Annotated Bibliography.
Read Aloud Independent Reading

• Tortillitas para Mamá and Other • The Story of Ruby Bridges by • Rules and Laws by Ann-Marie Kishel;
Nursery Rhymes, Spanish and Robert Coles; Scholastic, 1995. Lerner, 2007.
English by Margot C. Griego; • The People Could Fly: The Picture • Bully by Laura Vacaaro Seeger; Roaring
Henry Holt, 1988. Book by Virginia Hamilton; Brook Press, 2013.
• Now and Ben: The Modern Dragonfly Books, 2015. • No, David! by David Shannon;
Inventions of Benjamin Franklin • Me First by Helen Lester; Scholastic, 1998.
by Gene Baretta; Henry Holt, Harcourt Houghton Mifflin,
2006. 1995.
• Malala: A Brave Girl from • Too Many Tamales by Gary Soto;
Pakistan/Iqbal: A Brave Boy from Putnam & Grosset, 1993.
Pakistan by Jeanette Winter; • Clara and Davie by Patricia
Beach Lane Books, 2014. Polacco; Scholastic, 2014.

Access and Equity
connect to text
Zoom in on Genre
LANGUAGE
X-RAY
X-R
X- RA
AY
Y Social studies texts are often informational texts. Children will need to recognize the difference
between an informational text and a narrative, or story. In informational text, the writer uses a
variety of text features to present information in an interesting way.
Use the Language X-Ray to prepare for teaching
Being a Good Citizen. Use it to plan, support, and Use the following examples to help children understand that this is an informational text and not a
scaffold instruction in order to help children narrative, or story.
understand the text.
Following rules helps us get along at school.
Zoom in on the Genre You can help in your neighborhood.
Use the following examples of captions to help children understand text features they may
encounter when reading informational text.
teammates
Keep your dog on a leash.
Zoom in on Words and Phrases
get along (idiom) = to work with others

Zoom in on words and Phrases
do your part (idiom) = to do what you are supposed to do
good sport (idiom) = someone who can lose a contest or game without getting angry
your share = the amount that you are responsible for
Zoom in on Cultural References

Benjamin Franklin is shown on the Great Citizens spread. Explain to children that Benjamin Franklin
helped create the first rules and laws for the United States. Explain that these first rules and laws
were written down in a document called the Constitution. However, the document pictured
on Magazine p. 17 is the Declaration of Independence. Make sure children understand that this
document also helped start the new country and that Benjamin Franklin was one of its authors.
Point out that Benjamin Franklin was one of many people who worked together to create the
country known as the United States of America.

Being a
Good Citize
n
Instruction for All Learners

IN PARTNERSHIP
WITH
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Struggling Learners
Using a list can help struggling children connect the ideas
presented in Being a Good Citizen.
• Begin to create a list labeled Ways to Be a Good Citizen. As you
read aloud each Magazine section, pause and ask children to
identify one way the people in this section are being good
citizens.
• Write responses on the list. Display the list for future reference.
Learners with Disabilities

Identifying informational text features can help
children comprehend the information presented in Being a Good
Citizen.
• Guide children to identify and point to the heading of each
section. Have children discriminate between photos and
illustrations. Have them locate and point to captions.
• Encourage children to use a pointer to help them identify and
focus on specific sections of text as you read each section aloud.
English Language Learners

Build language and vocabulary for children by having
them identify pictures for words.
• On each spread, say the main word or phrase from the heading
and point to it. Then point to each photo or illustration as you
say the word again. Ask children to echo the word.
• Discuss the scenarios in each picture. Name items in the pictures
and ask children to point to them.
Advanced Learners
Encourage real world connections by having children
work with a partner to role play scenarios. Tell pairs of children:
• Everyone is in a hurry. A boy near you trips and falls down. What
could happen next? Act it out.
• You borrow a pencil from a friend and then lose it. What could
happen next? Act it out.

Vocabulary
Introduce Resources
Provide the following Vocabulary online resources for children. Read aloud
Previewing Vocabulary the directions and guide children to complete the activities as needed. If
Twelve vocabulary words have been identified for Being a Good Citizen. necessary, allow children to work in pairs.
The words in this Magazine include general academic and domain-specific
vocabulary. As children become familiar with these words they also Word Picture
deepen their understanding of social studies concepts. Matching Activity
Magazine Glossary
Use the word card activities below and the Vocabulary Cards, pp. V1–V4,
Magazine Vocabulary
found at the back of this Teacher’s Edition and online Vocabulary Cards
to preview the vocabulary words and help children approach reading
the text confidently. Additional practice pages and a glossary are located
online. You may also want to use these resources to review the words after
cooperate v. To work together. (p. 4)
The puzzle will be easier to finish if we cooperate.
children have read Being a Good Citizen.
rule n. A statement that says what we can and cannot do. (p. 6)
We have a rule that says we cannot have nuts in our classroom.
Teach fair adj. Done in a way that is right and honest. (p. 7)
Our teacher makes sure we do not cheat and play fair.
Word Card Activities
respect v. To treat someone or something well. (p. 7)
The students respect the teacher and listen to her.
Word Categories
problem n. Something that is hard to solve. (p. 8)
Beforehand, group several of the Vocabulary Cards into categories. For
He is having a problem opening his lunchbox.
example:
• citizen, cooperate, community (all relating to people)
solution n. The answer to a problem. (p. 8)
We worked together to find a solution to the problem.
• rule and laws (similar meaning words)
citizen n. A person who belongs to a country. (p. 12)
• honesty, fair, responsible, brave (all related to being a good citizen)
He is a citizen of the United States of America.
• problem and solution (opposites)
responsible adj. Having the job of dealing with something. (p. 12)
Provide each card category to pairs or groups of children. Read aloud You are responsible for cleaning your room.
the cards along with the definitions and example sentences from the
Magazine Vocabulary. Then have children work together to discuss how community n. A place where people live and work together. (p. 14)
the cards are related. Have children draw pictures to show how they are People in the community got together for a picnic.
related and explain their pictures. laws n. Rules that people in a community must follow. (p. 14)
If you do not obey laws, you can get into trouble.
Four Questions brave adj. Feeling or showing no fear. (p. 16)

He was brave when he told his friends to stop throwing trash on the ground.
Choose four Vocabulary Cards to display for children, such as rule, fair,
honesty n. The quality of being fair and truthful. (pp. 16–17, online)
cooperate, and respect. Read aloud their corresponding definitions and
He showed honesty when he returned the lost money.
example sentences from the Magazine Vocabulary. Then ask children the
following questions. Encourage them to explain their answers.
• What is one rule we follow in our classroom? Why do we follow
this rule?
• How can you be fair when playing a game with friends?
• What is something you can do to show you are responsible? How
is that being responsible?
• What is one way you can show respect to your parents? your school?
yourself?

Being a
Good Citize
n
Vocabulary Network
Language Objectives good_citizen_cover_
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IN PARTNERSHIP
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• Acquire and use vocabulary.

1/19/17 2:22
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• Evaluate word choices. honest

• Combine clauses to connect
trustworthiness untruthfulness
ideas.
Use the Vocabulary Network in all honesty honesty honestidad (Spanish)
to help children expand their the quality of being
understanding of the concepts fair and truthful honesty is the best policy
in Being a Good Citizen. This
network shows the relationships
among two vocabulary words’
examples, related forms, synonyms,
antonyms, definitions, phrases,
and cognates. Use the Vocabulary
Network to create your own word Words about Citizenship
webs with children.
(the qualities a person is expected to have as a
For each word, draw a simple word
web on the board or on chart responsible member of a community)
paper. Use the Vocabulary Cards
to illustrate each word. Then guide
children to discuss definitions,
examples, related forms, words
with the same meanings, and
words with opposite meanings. done in a way that is
one-sided
Add them to the word web for right and honest
each word.
fairness fair equal

fair and square seems fair
festival
KEY
example antonym collocation
related form definition alternate meaning
synonym phrase cognate (language)

Magazine Explorations
Get Started! ENGLISH LANGUAGE DEVELOPMENT

Unpack the Compelling Question Point to the compelling question
Concept Map and read it aloud. Model ways to unpack, or take apart, text to find
Inquire Explain to children that they will be exploring the Magazine Being meaning.
a Good Citizen. Ask: What do you know about being a good citizen? Draw a Focus on Meaning Ask children to explain the question. Use the
concept web with the phrase good citizen in the middle. following to aid understanding:
Explore As children explore the Magazine, encourage them to suggest • The word citizen means a resident or person from a particular place.
words and phrases to add to the concept web. • The word learn means that it can be taught. Someone can teach you
how to be a good citizen.
Get Set to Read • The question suggests that it is important to learn how to be a good
Tell children they can use an anticipation guide to think about what they citizen. Does it make you want to find out how to be a good citizen?
know about being a good citizen. Distribute Get Set to Read. Read aloud
Focus on Form Have children identify that the sentence begins with an
the directions. Then read aloud each statement for children. Guide them to
uppercase or capital letter and ends with a question mark.
color or mark the happy face if they think the statement is true and the sad
face if they think the statement is not true. In Our Own Words Prompt children to tell in their own words what the
question means.
Preview
Distribute Being a Good Citizen and model how to preview it. Do a picture Content in Focus
walk through the Magazine. In each section, have children point to the
heading as you read it aloud. Have children identify how the photos and Make Predictions Remind children of the definition of the word
illustrations on each spread relate to that heading. Ask a volunteer to community: a place where people live and work together. Then
explain the difference between a photo and an illustration. Have children explain that they are part of a community of learners. Ask: What do
point to a caption on each page. Explain how captions provide more you think a community of learners is? Possible responses: a school;
information about the topic. a place where people learn together Have children predict how a
community of learners might function. Ask questions to prompt a
Performance Tasks discussion: How could learners help each other? How could learners
Preview the activities on Magazine p. 18. Explain that children will use behave toward each other? How could learners solve problems
these activities to show what they have learned about citizenship. As together?
children read and listen to the Magazine, encourage them to think about
ideas and details that will help them complete these culminating tasks.
Primary Source
Inquire Malala Yousafzai’s Speech to the United Nations
Being a Good Citizen has a quotation on Magazine p. 11 from Malala
Compelling Question Yousafzai’s speech to the United Nation. You can use this quotation
Display the compelling question on the board for children to refer to while to help children analyze how speeches and other documents can
reading the Magazine. Read it aloud. contribute to their understanding of historical events.
Why is it important to learn to be a good citizen? “One child, one teacher, one book, one pen can change
the world.” — Malala Yousafzai
Discussion Refer to the compelling question and tell children that good
citizenship is important in any country. To get children thinking about how
this topic relates to their interests and lives, ask:
✔ What do the words responsible and cooperate mean to you?
✔ What do you want to learn about being a good citizen?

Being a
Good Citize
n
Skills Overview
IN PARTNERSHIP
WITH
Reading Social Studies

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Main Idea and Details Tell children that as they listen to a story or
song, they should decide what it is mostly about. Explain that this is
Critical Thinking Skills
called the main idea. Tell them that knowing the main idea makes a
story or song easier to understand. Display Reading Social Studies: Solve a Problem The Magazine Being a Good Citizen offers several
Main Idea and Details and use it to help children identify the main idea opportunities for children to solve problems. Direct children’s attention
of the song “Mary Had a Little Lamb.” to Critical Thinking Skills: Solve a Problem and use it to introduce
children to the skill.
• Read the title of the song, and ask children to predict what it
will be about. a girl named Mary and her lamb Point out that • Read the text aloud. Point out the vocabulary words problem and
sometimes the title of a story or text gives a clue about the solution. Remind children that problem means “something that
main idea. is hard to solve” and solution means “the answer to a problem.”
Explain that problems can happen everywhere, such as at home,
• Read or sing the song several times, encouraging children to
at school, on the playground, and at the store.
join in.
• Explain that we can follow three steps to solve problems:
• Ask children to suggest what rule was broken. No pets are allowed
at school. Then ask them to explain why this rule is important. A 1. Identify the problem.
pet might bite or hurt someone. 2. Think of ways to fix it.
• Guide children to identify three things they learn about Mary and 3. Choose the best solution.
her lamb. The lamb was white, it followed Mary to school, and they
• Point to the pictures and explain that each one shows a different
broke a rule. Explain that these three things are details that help us
problem. Guide children to identify the problem in each picture.
understand the main idea of the song.
A boy has dropped his lunch. A class pet has escaped from a cage.
• Ask: How do you think this problem happened? Possible responses:
The boy might have tripped over something. Someone might have
left the door open to the cage.
Participation Skills
• Point out how the children in each picture react to the problem.
Ask: How do the other children react to the boy dropping his
Work Together Being a Good Citizen offers many opportunities for
lunch? They look surprised. How do the children react to the pet
children to learn about the importance of working together. Direct
escaping? One girl is very upset and worried but the others are still
children’s attention to Participation Skills: Work Together and use it
playing.
to introduce children to the skill.
• Have children suggest solutions to each problem and choose the
• Read the text aloud. Point out the vocabulary word cooperate, and
best solution. Possible responses: Others could help the boy clean up
remind children that cooperate means “work together.” Explain
the mess. They can work together to find the pet.
that every classroom has rules that help children work together.
Practice the Skill Invite pairs of children to think of problems that
• Point to the three rules pictured. Guide children to describe what
can happen at school. Have them choose a problem and discuss why
is happening in each picture. Boys are sharing a toy, children are
it happened. Have them discuss how they might react to the problem.
waiting their turn, and a girl is helping another girl.
Then have them think of ways they might work together to solve it.
• Explain that these pictures show three rules that help children Encourage them to role-play working together to solve the problem.
cooperate and have fun: sharing, taking turns, and helping others.
Practice the Skill Invite pairs of children to choose one rule pictured
on the resource and role-play it. Have them discuss what might happen
if they do not follow the rule. Encourage children to think of other rules
that help them work together. You may choose to add some of their
rules to the classroom rules, or you can encourage children to follow
the rules at home.

Together 2
Together
People together make a group. One person
OBJECTIVES
• Recognize that people live, work, and play
can be part of many groups.
together in groups.
• Understand the importance of getting along
with others.
• LANGUAGE Describe the main ideas of photos
and text with support.
family
Introduce
Give children opportunities to share their experiences with groups
they belong to. How does being part of that group make them feel? Do
people in the group always get along? What happens to the group when
people don’t get along with one another?
Teach
Main Idea friends
Use the following questions to help children analyze the idea that
people are in many different groups and that groups work more
effectively when people in the group get along.
• Identify Details Look at the family photo. How are these people
related? They are family members. Point to the grandparents. Point
to their children. Are the children in the photo grandchildren? Yes.
Explain. They are grandchildren because their grandparents are the
older people in the photo.
• Describe What activities do you like to do with your friends? good_citizen_sp1_B.indd 6 1/19/17 2:23 PM
Responses will vary. When two of your friends are fighting, what can
you do to help? Possible response: I can talk to them and encourage
them to get along. Connect
• Describe When might classmates need to work together? when
Link to Math
they are working on a project When might they play together? at
recess, at P.E. Ask partners to work together to count the people in each photograph.
Display the captions and write the number of people in each picture next
• Explain Why is it important for teammates to work together? It’s
to the caption.
important because they want to do well in the game or sport. What
might happen when they do not work together? They might fight;
they might not win the game.
For Advanced Learners
Have children fold a blank piece of paper into fourths and then open it
Background back up. In each square, have them illustrate a group to which they belong
and then label the group. They can copy the same labels as on Magazine
A Family Tree Explain that family connections can be shown through a
pp. 2–3, or they can write their own labels.
graphic called a family tree. Point out that some families use family trees
to remember their connections to relatives who lived long ago. Use
the family in the photo to create a family tree. Show four boxes at the
top of a tree labeled grandma and grandpa and grandma and grandpa.
Then show two boxes in the middle labeled mom and dad. Draw arrows
from the grandma and grandpa to their respective mom and dad boxes.
Below that, show a girl and a boy box. Draw arrows from the mom and
dad box to the boy and girl boxes. Discuss the relationships among the
family members.

PAGES
3 2–3
Reading: Main Idea and Details

Tell children that as they look at pictures and listen to text, they should
decide what it is mostly about. Explain that this is called the main idea.
classmates Have children point to the heading as you read it aloud. Explain that
at school often, the heading will give them a good clue about the main idea.
Reread the first sentence aloud as children follow along. What makes a
group? People together make a group. Can a person belong to more than
one group? Yes. What are these pages mostly about? What is the main
idea? People can be in groups together.
ENGLISH LANGUAGE DEVELOPMENT Point to the photos on

Magazine pp. 2–3 and have children tell what is in every photo. people
Explain that these pages are all about people. Then circle each photo
with your finger and repeat: These people are in a group. Guide children
to understand that all of the people in the pictures are in groups.
Visual Literacy
Look at the photographs on Magazine pp. 2–3. Do the people in the
teammates
photos look happy? Yes. How can you tell? They are smiling. Do you think
they are getting along in each group? yes
LEARN MORE ONLINE!

Learn more about different groups of people. Point out how the
photos show different groups of people from around the world.
Have children identify the labels that are the same as those on
Magazine pp. 2–3 (family, friends, classmates, teammates).
Groups All Over the World
People in every group need to get along. • Identify the group of friends. Does this group of friends look like
your groups of friends? How are they different from your friends?
Responses will vary.
• Look at the group of classmates. How is this class similar to our
class? How are they different? Responses will vary.
good_citizen_sp1_B.indd 7 1/19/17 2:23 PM
• Look at the photo of the family. How is your family similar to this
one? How is it different? Responses will vary.
ENGLISH LANGUAGE DEVELOPMENT Assess

• Substantial Say the names of the groups of people shown in the
Main Idea and Details Name two different groups of people.
photographs. Have children point to the group you say and echo the
Possible responses: family, friends, classmates, teammates
name of the group.
• Moderate Point to the groups of people shown in the photographs.
Have children say the name of the group.
• Light Provide children with the frame: I am part of a . Guide
them to say the different groups they belong to (such as family, class,
group of friends, sports team).

Getting Along 4
Getting Along
You can get along with others. When people
OBJECTIVES
get along, everything is more fun.
• Identify ways people get along.
• Recognize the benefits of getting along with
people.
• LANGUAGE Describe the benefits of
cooperating, taking turns, and sharing. Cooperate with others.
Work together.
Introduce
Remind children that people belong to many different groups. Have
them identify some of the groups shown on Magazine pp. 4–5. friends,
classmates, teammates Point to and read aloud the heading Getting
Share.
Along. Invite children to give examples of how they get along with
family members, such as brothers, sisters, or cousins.
Explain that these pages include both photographs and illustrations.

Explain the difference and ways to tell the two types of images apart.
Point to each image and have children identify it as a photograph or an
illustration. Remind children that the little sentence in black near the
picture is a caption. The caption tells us what the picture is about.
Take turns.
Teach
Main Idea
Remind children that the heading is usually a big clue to what the
section will be about. Have a volunteer explain what getting along
means. Tell them that pictures on Magazine pp. 4–5 are all examples of
ways people can get along with one another. good_citizen_sp2_B.indd 6 1/19/17 2:25 PM
• Explain Point to the picture that shows children cooperating.

How are these children cooperating? They are using blocks to build.
• Explain Point to the picture that shows children sharing. How are
Connect
these children sharing? The girl is letting another girl use her marker. Link to Music
• Analyze Point to the picture that shows children taking turns. Teach children this song, to the tune of ”The Farmer in the Dell”:
When do we take turns? We take turns when everyone cannot do
We all take turns,
something at the same time. What happens when people don’t take
turns? When we don’t take turns, someone gets left out. We all take turns,
• Use Visuals Point to the picture that shows children being good Hi-ho, the derry-o,
sports. How can you tell that they are good sports? They are hitting We all take turns.
each other’s hands after the game and saying “good game.”
Children can suggest verses to act out, such as “We take turns when we
• Make Connections Point to the picture that shows a child doing paint,” “We take turns on the swings,” and so on.
their part to help. What do you do to help around your house?
Responses will vary.
Background
American Football Football is an extremely popular team sport in the
United States. Here it is just called football, but in most other countries,
it is known as American football. In other countries, the word football
refers to the game that is called soccer in the U.S.

PAGES
4–5

Direct children to look at the photo of two children cooperating, or
working together to build something with blocks. Ask: How can we
learn and work together in the classroom? Possible response: by getting
along and cooperating Discuss how family members sometimes help
each other get their work done faster. Help children realize that when
people get along and share, they can get more work done and have fun.
Visual Literacy
Have children analyze the photo of the football teams being good
sports on Magazine p. 5. Invite them to compare the football teams’
uniforms. How are they the same? Possible response: numbers on jerseys,
stripes on sleeves, helmets How are they different? Possible response:
different colors and types of stripes Why do the uniforms need to be
different? Possible response: to show they are different teams Why do they
Be a good sport. wear pads and helmets? to stay safe
ENGLISH LANGUAGE DEVELOPMENT Demonstrate giving a
high-five to children and saying “Good game!” Have children repeat the
action and words with classmates. Then use this frame to help children
understand the concept of being a good sport: When I play , I am
nice. I am a good sport.
LEARN MORE ONLINE!

Do your part
to help. Learn more about the importance of getting along with others.
Ways to Get Along
• Point to the picture that shows children cooperating. How are
these children cooperating? They are working together to plant
something.
• Point to the picture that shows children sharing. How are these
children sharing? They are sharing paints.
Assess
Summarize What happens when people get along? Things get done
quicker. People are happier. Everything is more fun.
For Learners with Disabilities
Point to your list of classroom rules and connect them to the content
on Magazine pp. 4–5. If necessary, make a shortened list based on the
content: 1. Work together. 2. Share. 3. Take turns. 4. Help others. 5. Be a
good sport. Then point to each photo and connect it to a classroom rule.
ENGLISH LANGUAGE DEVELOPMENT

• Substantial Say the way people are getting along (using the
caption) as you point to each image. Have children echo you.
• Moderate Point to each image. Have children say the way people
are getting along.
• Light Provide children with the frame: People get along by .
Guide them to say different things people do to get along.

Rules at School 6
Rules at
OBJECTIVES
• Understand the purposes of rules. School
• LANGUAGE Describe what might happen if Following rules helps
rules are not followed.
us get along at school.
Introduce
Invite children to look at Magazine pp. 6–7. Remind children that they
learned about getting along with others on Magazine pp. 4–5. Direct
them to find the title and read it aloud. Ask: What are some rules that
help us get along? share, take turns, help others Have children name
some rules they follow at school. Direct children’s attention to the chart
at the bottom of Magazine pp. 6–7. Explain that a chart is one way to
show information using pictures.
Teach
Main Idea
Ask a volunteer to tell the class what these pages are mostly about, or
the main idea. rules we follow at school Encourage them to share how
they came to this conclusion. Have children identify which rule helps
keep people safe. don’t run Have them identify which rules help keep
things fair. listen, raise your hand, work quietly, respect others
• Explain What are the children in the photo doing? They are
listening to the teacher and raising their hands. Is this a rule we have
in our classroom? Yes. What happens when everyone talks at the
same time? You wouldn’t be able to hear or understand what is being
said. good_citizen_sp3_B.indd 6 1/19/17 2:28 PM
• Make Connections What are some rules at school that we also

follow at home? Possible responses: listen, respect others, don’t run
inside Why do you think these rules are important at school and at
Connect
home? They help us get along in our different groups. Link to English Language Arts
• Summarize Look at the chart. The chart has pictures and words Have children work with you to create and illustrate their own classroom
to help us know the rules. What is one rule on the chart? rules chart. You can use the chart on Magazine pp. 6–7 as a model, or you
Responses will vary. can create your own version. First, have children reflect on your current
• Offer Opinion What is another rule found on the chart? Is this a classroom rules. Discuss which rules to include in a Classroom Rules chart.
rule we have in our classroom? Is this a good rule to have? Why or Have children consider new rules they might add to it. Then have children
why not? Responses will vary. work in groups. Provide each group with a rule for the new chart. Have
them work together to decide how to illustrate the rule.
Background Then, have each group share their illustrated rules with the class. Work
together as a class to create the Classroom Rules chart, using children’s
Misconception Alert On the Our Rules chart, a picture of a mouse is
illustrations. Model writing the rules as captions under the illustrations on
shown under the words Work Quietly. Some children may not recognize
the chart.
that the mouse represents the idea of working quietly. A mouse is an
animal that is considered to be quiet and noiseless. The idiom “quiet as a
mouse” may need to be explained to English language learners.

PAGES
7 6–7

What are these pages mostly about, or what is the main idea? following
Rules say how to act.
rules. What is one rule on these pages? Possible responses: listen, raise your
Rules help keep people safe. hand, work quietly, respect others, or don’t run When you tell me just one
Rules help keep things fair. rule, you are not telling me the main idea, but you are giving me a detail
about the big topic, the main idea: rules.
Visual Literacy
How does the chart explain classroom rules? The chart shows words and
pictures for each rule. How do the pictures help you better understand
each rule? Possible response: They show an example of the rule.
LEARN MORE ONLINE!

Learn more about rules by by exploring rules at home and what
happens when rules are broken. Explain the importance of following
rules and the consequences that may occur when rules are not
followed.
• Rules at Home What is happening in these pictures? People are
following rules at home, such as waiting their turns and sharing. Do
you have similar rules in your home? Answers will vary.
• What Happens When Rules Are Broken? What is happening
in these pictures? Children are running even though the sign says
“No Running.” They crash into each other and one child gets hurt.
What could happen if you run in the hallway? People could get hurt.
ENGLISH LANGUAGE DEVELOPMENT Direct children to look at the

heading: What Happens When Rules Are Broken? Explain that this does
not mean that the rules are actually broken like you could break a pencil
or a crayon. Explain that the word broken used in this manner means
that the rules are not followed.
Assess
Main Idea and Details How do rules help us get along? Rules help us
get along by telling us how to act with each other. They keep things fair.
For Struggling Learners
Redirect children to the chart at the bottom of Magazine pp. 6–7. Cut out a
small area of a blank piece of paper that will allow only one column of the
chart to be seen at a time. Place the paper over the Magazine pages and
discuss only the rule that is shown. Eliminating the other images may help
a child focus on what is being discussed.

• Substantial Have children look at the photo of the teacher reading
to her class. Say: Show me what the children are doing.
• Moderate Use this sentence frame to have children tell what the
children are doing in the photo: The children are .
• Light Ask: What are the children doing in the photo? raising their
hands Why? They are taking turns to talk. What would happen if they
all talked at once? The teacher wouldn’t be able to hear them.

Problems 8
Problems
Problems happen.
OBJECTIVES
• Identify a problem and offer solutions for the
problem.
• Identify ways to resolve conflict.
There aren’t
• Demonstrate examples of choice and enough markers
consequences through stories and for everyone.
role-playing.
What is a
• LANGUAGE Describe ways to solve problems. good solution?
Introduce
Recite the nursery rhyme “Little Miss Muffet” to children.
Little Miss Muffet sat on a tuffet,

Eating her curds and whey;
Along came a spider, Two people want to
Who sat down beside her sit in the green chair.
And frightened Miss Muffet away.
What is a
Repeat the rhyme several times, encouraging children to join in. Then good solution?
ask them to identify Miss Muffet’s problem and tell how she solved it.
Write their ideas in a simple chart. Discuss other ways Miss Muffet could
have solved the problem, such as making friends with the spider, asking
him nicely to leave, etc. Then have children look at Magazine pp. 8–9.
Have children point to the heading of this section and read it aloud.
Have children echo you.
Teach good_citizen_sp4_B.indd 6 1/19/17 2:29 PM
Main Idea
Use the following questions to help children identify and discuss Connect
solutions for the problems illustrated.
Link to English Language Arts
• Explain Count the number of children in the first illustration on
Magazine p. 8. Then count the markers. What is the problem? There Tell children the story of “Jack and the Beanstalk” or read aloud the book
are only three markers and four children. What is a good solution? Jack and the Beanstalk by Paul Galdone. Ask them to identify the problem
Possible responses: take turns with the markers, find another marker. Jack had, what he did about it, and whether they think it was a good
solution. Children can also discuss the problems and decisions made by
• Explain Guide children to point to the middle illustration. What Goldilocks in “Goldilocks and the Three Bears.” One humorous retelling of
is the problem? Two people want to sit in the same chair. What this classic folktale can be found in Three Bears by Paul Galdone.
would you do in this situation? What is a good solution? Possible
responses: Take turns in the chair; find another chair; sit on the floor
instead.
For Learners with Disabilities
To help children focus during a group discussion, agree on a simple
• Explain Guide children to point to the top of Magazine p. 9. What
gesture, such as nodding three times or giving a thumbs-up, for children to
is the problem in this illustration? All but one child is ready to move
use when they agree with another child’s point during a discussion. Before
on to the next activity. What is a good solution? Possible responses:
the discussion, remind children about the gesture. Model the gesture
Wait patiently for Carly to finish; suggest ideas to help her finish.
when you agree with something someone adds to the discussion.
Turn and talk with a friend to discuss what you would do in this
situation. Invite partners to share their ideas with the class.

PAGES
9 8–9

Remind children of the problem-solving steps: 1. Identify the problem.
2. Think of ways to fix it. 3. Choose the best solution.
Have children choose a problem from this list and follow the steps to
solve it:
At recess, a friend won’t let you slide down the slide.
At lunch, the person in front of you drops all of his food on the floor.
At home, your dog tore up the newspaper and made a mess.

Carly waited a long time Have partners work together to solve a problem. Give the class a
to start her picture. problem to discuss such as: three games and their pieces got all mixed
up; it is cold outside and you forgot your hat and gloves; you and your
The others are ready to start a friend both want to look at the same book and there is only one copy
new activity, but she isn’t done. of it. Allow time for partners to discuss ways to solve their problem and
What is a good solution? choose the best solution. Have partners share their solutions.
ENGLISH LANGUAGE DEVELOPMENT Provide children with

sentence frames to help them during the discussion about working
together to solve problems. For example: The problem is . One
solution is . I think the best solution is .
You can decide how to act.

LEARN MORE ONLINE!
You can decide to help
Learn more about what to do when there’s a problem by asking the
solve a problem.
following questions.
What to Do When There’s a Problem
• At Home What could you do when you and your brother or sister
want to play with the same thing? Possible response: We could share
it. How can the children agree on what to do? Possible response:
They can talk about it and decide to take turns or share the toy.
• On the Playground What could you do when a friend is

unhappy and not playing by the rules? Possible response: I could
talk to my friend and encourage him/her to play by the rules. How can
the children work together to fix the problem? Possible responses:
Point of View They can talk to the friend; they can agree to change the rules; they
can play a different game.
Invite small groups of children to act out the situations on Magazine
pp. 8–9. Encourage them to think about what they would say and do in each • In Class What could you do in class when everyone is talking at
situation. Discuss how their actions will lead to better relationships with the same time? I could stop talking and raise my hand instead. What
others. Have them act out how they would solve each problem. can these children do to show respect for one another? They could
stop talking all at once and raise their hands to take turns.
• Substantial Have children point to the illustration of the four
children with three markers on Magazine p. 8. Say: Show me what you
would do to solve this problem.
Assess
• Moderate Have children look at the illustration of the four children Solve a Problem What could you do if there were four people at your
with three markers. Use this sentence frame to have children tell you table who all needed to cut something and your table had only three
how they would solve the problem: I would . scissors? Possible responses: take turns with or share the scissors so one
• Light Have children look at the illustration of the four children with person will have to wait until a pair of scissors is available; ask the teacher
three markers. Say: Tell me what you would do to solve this problem. for another pair of scissors; borrow a pair from another table

Malala Yousafzai
OBJECTIVES
• Learn about Malala Yousafzai and her fight for
education for all.
• Identify words from Malala’s speech to the
United Nations.
• LANGUAGE Express opinions during
collaborative discussions.
Introduce
Help children connect the information in this spread with the main idea
of Magazine pp. 8–9, noting that Malala helped solve a problem in her
home country, Pakistan.
Discuss the idea that one person can make a difference in the world.
Explain that Malala and all girls were not allowed to go to school even
though she desperately wanted to. She saw this as a problem for girls
and fought hard to solve this problem.
Point out the words on the pages. Have children put their finger on
the first word and invite them to follow along as you read the words of
Malala. Help children understand that these are her words. Explain that
the dash and her name underneath these words let us know that this is
exactly what she said.
Teach
Main Idea
Use these questions to help children understand more about Malala
Yousafzai.
• Offer Opinion How can one person change the world? Possible
response: I think one person can change the world by speaking out Connect
about things that are wrong. They can write a paper or give a speech Collaborative Discussion
let others know that what is happening is wrong.
Invite a volunteer to help you model a three-minute conversation about
• Offer Opinion Explain that Malala gave her speech in front of Malala Yousafzai. Demonstrate turn taking, physical cues such as nodding
the United Nations. Explain that the United Nations is a group of and eye contact and asking questions. You can use the following questions
leaders from around the world. Ask: Why do you think Malala gave to initiate and continue the conversation:
the speech to the United Nations? Possible response: I think she
wanted the entire world to hear her message and the leaders needed • What do you think about the problem that Malala faced?
to hear her message too. • I think Malala was very brave to try and solve this problem. What do
you think about Malala?
Background • Do you think one child can change the world? Why or why not?
Education in Pakistan Over 5 million school-aged children are not Then pair children and have them discuss Malala’s situation and her
in school in Pakistan and 63 percent of them are girls. The Pakistan response to the situation.
government has passed bills saying they want to offer free education for
all, yet only spends 2 percent of its budget on education. With this lack
of funding and support, it will be very difficult for Pakistan to achieve its
commitment to education for all.

PAGES
10–11
One child, Malala Yousafzai Malala Yousafzai, a young girl in Pakistan,

desperately wanted to attend school—a school her father founded.
one teacher, Many children, especially girls, are not allowed to attend school in
one book,
Pakistan. Malala fought for the right for girls to attend school. Because of
this activism she became a target for the Taliban. On her way home from
one pen school in October 2012, she was shot. She survived the shooting and
continued to speak out on the importance of education for everyone.
can change the world. She was invited to give a speech at the Youth Takeover at the United
Nations on her 16th birthday. She was then awarded the Nobel Peace
— Malala Yousafzai, helping Prize. She was the youngest person to ever receive this award.
to solve a problem in her
home country of Pakistan* Critical Thinking Skills: Solve a Problem
Have children name the three problem-solving steps. 1. Identify the
problem. 2. Think of ways to fix it. 3. Choose the best solution.
Explain that Malala used these steps help her solve her problem about
not being allowed to go to school. Ask a volunteer to identify Malala’s
problem. Discuss ways Malala could fix this problem. Invite a volunteer
to share the solution Malala chose.
Primary Source
Malala Yousafzai’s Speech to the United Nations, July 12, 2013
Explain to children that Malala Yousafzai stood in front of leaders from
around the world and said the words: “One child, one teacher, one book,
one pen can change the world.”
Analyze Source Play the telephone game. Say to the first person
“Malala is a very brave young girl.” See how the message changes when
it gets all the way through the class. Explain that when messages go
through many people they can sometimes get drastically changed.
However, Malala’s words were written down by people who were at her
*From Malala Yousafzai’s speech at the
Youth Takeover from the United Nations,
speech. Her speech was also recorded by video so we could see her and
United Nations. July 12, 2013. hear her words firsthand.
Consider having children watch a portion of Yousafzai’s speech. Search
the Internet under the key term Malala Yousafzai U.N. speech.
In your search, videos of the speech will also appear.
ENGLISH LANGUAGE DEVELOPMENT LEARN MORE ONLINE!

Explain to children the importance of all people contributing to the Learn more about Malala’s story.
discussion. Give children a list of phrases that may help them contribute
• Malala’s Story Why was Malala afraid she would be punished for
to the discussion such as “I agree with you, however…” and “That’s a good
going to school? She was not allowed to go to school in her country.
idea, and I also think that…” If children are still having trouble adding to
What does Malala give speeches about now? She gives speeches
a conversation, consider using a talking stick. The person with the stick
about letting girls go to school.
(object) needs to add something relevant to the conversation before they
can give the stick to another child.
Assess
Summarize Why did Malala talk at the United Nations? What did she
talk about? She wasn’t allowed to go to school in her country and that
made her mad. She spoke about letting girls go to school.

Be a Good Citizen in 12
Your Neighborhood Be a Good

OBJECTIVES Citizen in Your
Neighborhood
• Identify ways to be a good citizen in your
neighborhood.
• Recognize the importance of recycling and
You can help in your neighborhood.

keeping your neighborhood clean.
• LANGUAGE Explain how to be a good citizen
in your neighborhood. Be responsible. Do your share.
Introduce
Teach children this song to the tune of “Freres Jacques” or “Are You
Sleeping?”:
We recycle. We recycle.
Yes we do! Yes we do!
We care for our neighborhood. We care for our neighborhood.
You should too! You should too!
Ask children to find and point to the heading on Magazine p. 12. Read
the heading. Ask children to point to these text features as you say
them: photo, illustration, heading, caption. Visually scan children’s
Magazines to see that they are locating these text features. Redirect any
children who are having difficulty.
Teach Recycle bottles and cans. Recycle paper.
Main Idea
Tell children that Magazine pp. 12–13 will show them ways to be good good_citizen_sp6_B.indd 6 1/19/17 2:32 PM
citizens in their own neighborhoods. Direct children to locate and point

to the first word by each picture before you read it aloud to assure that
children can follow along as you read. Connect
• Use Visuals What are the blue bins used for? The blue bins are
used for recycling. How does recycling make you a good citizen?
Link to Science
Possible response: You are doing your share to help keep your Have children help you reuse cereal boxes as file folders or book storage
community clean. bins. Mark a line four inches from the bottom of a box. Draw a diagonal
line from the four-inch mark to the top opposite corner of the box. Repeat
• Draw Conclusions What do you think the children are doing
on the other side of the box. Use a craft knife to cut away the top opposite
with the garbage bags in the woods in the photo at the top of
corner of the box. Repeat on the other side of the box. Have children paint
Magazine p. 13? They are picking up trash. How does keeping your
the boxes. Use them to store books or folders.
neighborhood clean make you a good citizen? Possible response:
You are keeping it clean for other people as well as yourself.
Link to Music
• Explain In the illustrated picture of two boys on Magazine p. 13,
one boy is helping the other boy. Why does the boy need help? Teach children the song Reduce, Reuse, Recycle to the tune of “The More
He has a broken arm. And how is the other boy helping him? He’s We Get Together”.
carrying his backpack. How does helping others make you a good Reduce, reuse, recycle, recycle, recycle!
citizen? Possible response: You are showing respect for other people in Reduce, reuse, recycle, it’s easy to do.
your community.
For your world is my world and my world is your world.
• Analyze How does throwing trash in a trash container make
you a good citizen? Throwing trash in a trash container keeps your Reduce, reuse, recycle, it’s easy to do.
neighborhood clean and safe. Keeping your neighborhood clean
makes you a good citizen.

PAGES
12–13
Background
Recycling Recycling is not required in all cities across America,
although it is encouraged. The average American produces more than
four pounds of garbage per day. Earth Day is a day when people and
children are reminded to take care of our planet: Earth. The first Earth
Day was celebrated on April 22, 1970.

Direct children to look at the two children picking up garbage in the
woods at the top of Magazine p. 13. Turn and talk with a friend about
why cleaning up garbage is better when you do it with a friend. Allow
time for partners to share their reasons with the class. Guide children to
reach the conclusion that the work gets done much quicker, the time
goes by faster, and it is safer and more fun to do it with a friend.
Help keep your neighborhood clean and safe. Helping Participation Skills: Work Together
your neighborhood is part of being a good citizen.
Tell children to imagine it is garbage day in their neighborhood. It
Help others. happens to be very windy and things are flying out of the recycling bins.
Now invite them to collaborate with a friend about how this problem
could be solved. Remind children to express their thoughts and ideas
clearly. After three minutes, invite them to share their solutions with
the class.
ENGLISH LANGUAGE DEVELOPMENT Invite pairs of children

to role-play the problem of flyaway garbage and possible solutions.
Put your trash in a Provide them with frames to guide their discussion: The problem is
trash container.
. I think we could . I could help by .
LEARN MORE ONLINE!

Learn more about the 3 Rs: reduce, reuse and recycle. Explain that
these pictures show examples of reusing items.
Reuse It!
• What is the boy painting in the photo? a plastic bottle or jug How
is this reusing something? The plastic bottle was used to hold
something but now the boy is using it to make something else.
Link to Math • Why is it better to use a lunch box instead of paper bags? because
Have children count the people in each photograph on Magazine you can use a lunch box again and again
pp. 12–13. Give them a few seconds to count and then ask children to
• Why is it a good idea to use both sides of a sheet of paper? Possible
show you with their fingers how many people are in that photo. Challenge
response: so you use less paper
children to add the number of people together and add them to the photo
of the children picking up trash. Ask: If the people in the other photos
were helping to pick up trash, how many people would be helping pick up
trash? six people How many garbage bags do you think they would need? Assess
Possible response: six bags
Main Idea and Details What can you do to help keep your
For Advanced Learners neighborhood clean and safe? I can recycle, put trash in trash containers,
Have pairs of children work together to brainstorm rules for keeping their and help others.
neighborhoods clean. Have them illustrate the rules and use emergent
writing skills to write them under their illustrations.

It’s the Law! 14
It’s the Law!

Your community has laws.
OBJECTIVES People must follow these
• Identify rules and laws. rules and laws.
• Discuss the consequences of not
following rules. Stay in the crosswalk.
• LANGUAGE Explain the importance of
following rules.
Introduce
Wear a helmet
Remind children that they’ve learned about rules at school and at home. when you ride.
Ask: What happens when we break rules? Possible responses: We get in
trouble; Someone gets hurt; Things are not fair. Explain that some rules
are very important because they keep us safe. Read aloud the title on
Magazine pp. 14–15. Ask: Why do you think it’s important to follow laws?
Possible response: It’s important because laws keep us safe.
Teach
Keep your dog on a leash.
Main Idea
Use the following questions to emphasize the main idea of Magazine
pp. 14–15.
• Summarize Point out that each picture shows a law or an
important rule. Have children identify each law from the pictures.
Laws help keep people safe.
• Explain Have childen tell about a time when they have seen
a very busy street with many cars speeding past. Explain that
crosswalks are areas where people can safely cross the street.
Drivers must stop when they see someone walking inside a good_citizen_sp7_B.indd 6 1/19/17 2:34 PM
crosswalk. Ask: What might happen if someone did not cross the
street inside a crosswalk? Possible response: They might get hurt by
someone driving a car. Connect
• Describe Point out the traffic signal on Magazine p. 15. Have
children discuss traffic signals they have seen on streets. Ask: What
Link to English Language Arts
colors are on the traffic signals? red, green, yellow What color means Look at the traffic signal. What is the green picture a picture of? It is a
“go”? green What color means “stop”? red Explain that the yellow person walking. Now look at the green word. What are some strategies you
color means “caution,” or “watch out.” Point to the sign that says could use to help you figure out this word? I could look at the first letter.
“Walk.” Ask: Why is it important to cross only when the sign says I could use the picture clue. What is the green word? Walk.
“Walk”? Cars might be turning, cars might be trying to cross the road
where you are walking. Link to Music
• Predict Point to the photo at the bottom of Magazine p. 14. What Remind children of safety measures they should take before crossing the
could happen if the family didn’t have their dog on a leash? The street. Teach children this chant and have children create movements to
dog could get loose, run away, or maybe even bite someone. match the words.
• Express Why do communities have rules and laws? Rules and laws Stop, look and listen
keep people safe. Before you cross the street.
Use your eyes, use your ears,
Background
Before you use your feet.
Helmet Laws The use of bicycle helmets varies across the United
States and across the world. There is no federal law in the U.S. requiring
bicycle helmets. Many states and cities have adopted their own laws
about helmets and most of these laws are geared toward children.

PAGES
15 14–15
Cross only when
the sign says Walk.
Remind children that as they look at pictures and listen to text, they
should decide what it is mostly about. Remind them that this is called
the main idea. Have children point to the heading as you read it aloud.
Remind children that the heading will often give them a good clue
about the main idea. Reread the sentences as children follow along.
What is the main idea? People should follow rules and laws. What are
some rules and laws that people should follow? stay in the crosswalk,
wear a helmet, keep your dog on a leash
Visual Literacy
Point to the traffic signal. What is the signal telling you? It’s telling me
that it’s safe to walk. What else can a traffic signal tell you to do? A traffic
signal can also tell me to stop walking when cars are coming.
LEARN MORE ONLINE!

Learn more about what might happen if there were no laws.
Why Do We Need Laws?
• Find and point to the picture of the cars crashing. Why did this
happen? The drivers didn’t stop at the red light, so they crashed.
• Point to the picture of the car. Locate the fire hydrant in the
picture. Where is it? It’s behind the car. Why do firefighters need to
get to fire hydrants? They need to get to the hydrant to hook up their
hoses and get water to put out the fire.
Have children turn and talk with a partner about another law that
their school or community has that keeps everyone safe.
ENGLISH LANGUAGE DEVELOPMENT Guide children to recognize

the problem in each photo in the online content. Ask them questions,
such as: What happened to the cars? They crashed. Did the drivers obey
good_citizen_sp7_B.indd 7 1/19/17 2:34 PM the red light? No. If the drivers obeyed the red light, would they crash?
No.
Assess
Link to Math
Have children take a survey to determine how many children wear bike Main Idea and Details Why do communities have laws and rules
helmets when they ride their bikes or use their scooters or skates. Report that people must follow? Laws and rules keep people safe.
the numbers to the class. Is the number of children who wear helmets
greater than or less than the number of children who don’t wear helmets?

• Substantial Have children point to the law about keeping their dog
on a leash. Have children point to the rule about wearing a helmet.
Point to the person walking on the traffic signal and ask children
what they can do when they see this. Walk.
• Moderate Have children point to two pictures in this section and
tell you the rule that is shown in those pictures.
• Light Ask children to explain why they think there is a rule about
keeping dogs on a leash and why people should cross at a crosswalk.

Great Citizens 16
Great Citizens
These are citizens to look up to.
OBJECTIVES Ruby Bridges
• Identify examples of honesty, courage, was the
determination, and responsibility. first African
American at
• Explain the consequences of a person’s actions.
her school.
• LANGUAGE Describe characteristics of great One day,
citizens. police walked
with her to
school. They
needed to
protect her.
Introduce She was
brave.
Remind children that they have learned how to be a good citizen.
Explain that Magazine pp. 16–17 show real people who are examples of
great citizens. Emphasize the difference between good and great. Ask:
How do you think a great citizen is different from a good citizen? Possible
response: They are very good citizens who have done something important.
Teach
Main Idea
Read aloud the captions for each person. Use the following questions to
help children learn about these great citizens.
• Identify Details Name a person on these pages who was brave.
Ruby Bridges. Why was she so brave? She was the first African
American at her school. The police walked her to school to protect her.
• Summarize Which person fought for farmworkers? Cesar Chavez.
What did he want for farmworkers? He wanted them to be treated
fairly.
• Identify Details Which person helped start our country? good_citizen_sp8_B.indd 6 1/19/17 2:36 PM
Benjamin Franklin. What else did he do? He was an inventor and a

scientist.
• Retell What did Mary McLeod Bethune build for African American
Connect
girls? a school. What did she believe about education? She believed Link to Science
everyone should get an education.
One of Benjamin Franklin’s inventions was a Glass Armonica. Gather five
to eight identical size glass soda bottles and a pitcher of water. Place all
Background of the bottles in a straight row. Pour a small amount of water in the first
Ruby Bridges (1954– ) At the age of six, Ruby Bridges became the bottle, moderate amount in the second bottle, and a larger amount in the
first African American student to attend an all-white school in the South. third bottle. Continue pouring water into each bottle with more and more
Every day for a year, she and her mother were escorted to the New water. Have children blow across the openings on the tops of the bottles.
Orleans school by federal marshals. Although she had to walk by angry Add or pour out water to change the tone of each bottle. Have children
crowds, Ruby never missed a day of school. try hitting the bottles with a spoon and observe if this creates a different
Benjamin Franklin (1706–1757) Benjamin Franklin invented many noise. Have children communicate their observations orally or through
things that are still in use today, such as bifocals, the lightning rod, the drawings.
glass harmonica, the Franklin stove, and even daylight savings time. As a
boy, he created wooden swimming fins that he held in his hands. For Learners with Disabilities
Cesar Chavez (1927–1993) When Cesar Chavez was 11, his family lost To help children maintain their focus, intersperse periods of sitting still
their Arizona farm to the Great Depression. They became migrant farm with prompted physical movements or brain breaks. If children begin to
workers and traveled throughout California, working in fields, orchards, lose focus or fidget, have them remember where they are in a task and
and vineyards. He stopped attending school after eighth grade, but he then stretch, walk around the room, and then go back to what they were
continued to read and learn about different subjects throughout his doing at their seats.
lifetime.

PAGES
17 16–17
Mary McLeod Bethune (1875–1955) Mary McLeod Bethune’s

parents were former slaves. She grew up in South Carolina and attended
segregated schools. After she married and moved to Florida, she
quickly became a leader in African American education. She started
the Daytona Educational and Industrial School for Negro Girls in 1904.
Throughout her life, she was an active leader in organizations that
Benjamin Franklin helped
fought for civil rights for African Americans.
start our country. He wanted
people to be free. He was also
an inventor and a scientist.
Remind children that when they listen to text, they should decide what
it is mostly about. Remind them that this is called the main idea. Remind
children that the heading will often give them a good clue about the
main idea. Ask: What is this section mostly about, or what is the main
idea of this section? This section is about great citizens. When you tell me
something about one of these great citizens you are giving me a detail
Cesar Chavez’s life was hard.
He was a farmworker as a about the big topic, the main idea: great citizens.
child. As an adult, he worked so Reading Social Studies: Main Idea and Details
farmworkers were treated fairly.
Visual Literacy
Explain that three of the images on these pages are photographs
Mary McLeod and one is an illustration. Ask children which one is an illustration.
Bethune believed Benjamin Franklin. Tell children that photography was not invented
everyone should until many years after Benjamin Franklin died, so there are no photos
get an education. of him.
She worked hard
to build a school LEARN MORE ONLINE!
for African Learn more about the traits of good citizens from stories from long
American girls. ago. Read aloud the fable “The Ant and the Grasshopper” to children.
Then ask questions to guide a discussion on the traits of good
citizens.
• The Ant and the Grasshopper What did Grasshopper learn
from “The Ant and the Grasshopper?” Grasshopper learned to plan
for the future. What can people learn from this story? Plan for the
future.
• Mohan Tell me one thing you learned about Mohan, Mahatma

Gandhi. He knew it was wrong to cheat, so he didn’t.
• Iqbal Masih How did Iqbal help other children? He spoke up and
said forcing children to work was wrong.
Chronological Thinking • Harriet Tubman What did Harriet Tubman do that was brave?
Have children look at the pictures and tell which people they think lived She went back to where she was not free to help others become free.
long ago, or in the past. Benjamin Franklin, Mary McLeod Bethune, possibly
Ruby Bridges. Have children tell which person looks like someone they
might see today, or in the present. Cesar Chavez, possibly Ruby Bridges. Revisit Get Set to Read
Explain that, today, Ruby Bridges is an older adult. If possible, show a Direct children to return to their completed anticipation guide (Get Set
present-day picture of Ruby Bridges. Explain that she continues to be a to Read) to see if their answers were correct. Guide them to complete
great citizen by speaking to students about her experience. the After Reading column, using the knowledge they gained from Being
a Good Citizen.
• Substantial Say the names of the great citizens in this section, and
have children repeat the names and then point to their picture. Assess
• Moderate Have children use the following sentence frame to say a Main Idea and Details Name a great citizen and explain why he or
sentence about one of the great citizens from this section. is
she is a great citizen. Possible response: Cesar Chavez. He was a great
a great citizen because .
citizen because he worked to make sure farmworkers were treated fairly.
• Light Have children say one sentence about each great citizen in
this section.

Activities 18
Activities
TO THE
TEACHER
OBJECTIVES
• Describe ways people can show respect for
people in their community by creating posters.
• Demonstrate understanding of ways people
can be good citizens by working together in
skits.
• Identify ways to solve problems and help
others.
• LANGUAGE Plan and deliver an oral
presentation.
GOOD Talk about ways to be a good citizen. Ask: How can you
help people at home? What can you do to take turns
CITIZEN in school? How can you show respect for people in the
Performance Tasks POSTERS community? Suggest children make a poster that shows
a way to be a good citizen at home, in school, or in the
Explain to children that these activities will give them an opportunity community. Afterward, allow time for children to share
their work.
to express their ideas and to demonstrate what they know about being
good citizens. You can either assign one or both activities, or allow
children to choose one they prefer. Depending on your classroom and GOOD CITIZEN SKIT
your children, let children complete the tasks independently, in pairs, or Have children work in groups of three. Say they will
in small groups. be creating short skits about ways to be good citizens.
Use these questions to kick off children’s thinking:
What would you do to help stop an argument in the
Good Citizen Posters playground? How could you show this in a skit? What
could happen if someone breaks a rule at school? Who
Children’s posters should reflect their understanding of what people
can show us a way to help others? After children have
can do to be good citizens. Effective posters will include a rule and a practiced their skits, allow time for them to perform.
picture that illustrates someone following that rule.
Good Citizen Skit

Review the idea that people can be good citizens in a variety of ways in Good_Citizen_sp9_B.indd 18 1/19/17 2:37 PM
many places. Assess children on their understanding of what makes a

good citizen rather than on their acting or verbal ability.
Rubrics
Citizenship Feature Assess Performance The guidelines and rubrics to the right help you
guide and assess children’s work when using guidelines and the activities
Freedom Festival Tell children that citizens in many communities get
as performance tasks.
together to celebrate events such as festivals, fairs, and even holidays.
Direct children to Freedom Festival. Guide children to read the
feature. Have children tell about different events they have attended in
the community. Have them connect any of these events to the photos
of Freedom Festival. Then, discuss the question: How do citizens work
together at a festival? Have them suggest ways that citizens work
together, such as by planning the festival, selling tickets, putting up
equipment, selling food, and so on.

PAGES
19 18–19
MAKE CONNECTIONS WITH THESE RELATED TITLES
Wrap Up
Make Connections with Related Titles
Flags and Other Symbols Note that flags and other symbols make
citizens feel proud of the groups they belong to.
Jobs Note that people have a lot of different jobs and it is important for
Flags and Other Jobs Neighborhoods people that work together to get along.
Symbols People work. They do all Fire stations. Schools.
The American flag. The kinds of jobs. Their jobs Supermarkets. Home. Neighborhoods Remind children that good citizens take care of their
bald eagle. The Statue of help their community. Find Together these places make neighborhoods.
Liberty. These things are out more about the work up a neighborhood. What is
symbols. They stand for our people do. your neighborhood like?
country. Learn about what LEARN MORE ONLINE!
they mean. Learn about
other symbols. Review and expand on your discussion of the content about ways to
be a good citizen. Remind children of the online content that they
have read and viewed while reading Being a Good Citizen. Ask pairs of
children to review one online topic and present a summary of what
they learned. Have all pairs present their summaries and then discuss
what they found most interesting.
Enrichment
Have children listen to or read the online literature selection Stick and
Stone. Remind children that being a good friend and helping others
LEARN is part of being a good citizen. Discuss friendship using the following
MORE questions and have children share their stories and experiences. How
ONLINE!
do you feel when someone teases you? Have you ever had a friend step
in and help you when you were being teased? How does it feel to have
Everyone can be a good citizen.
a friend help you? How does it feel to help a friend? Give children the
• It’s fun to be part • Everyone can • Everyone can help • It feels good to
of a group. What follow rules. solve problems. help others. What
sentence starter I can stick with my friends by ____. Have them dictate to
groups are you What rules do you What can you do can you do to you something they can to do be a good friend and then draw a picture
part of? follow? to help? help? illustrating it.
Literature: Stick and Stone
Good_Citizen_sp9_NL.indd 19 1/19/17 2:39 PM
HMH KIDS DISCOVER HMH KIDS DISCOVER

Name Name
Being a Good Being a Good
Citizen Citizen
Good Citizen Poster Good Citizen Skit
DIRECTIONS Guide children to follow the steps to create a Good Citizen Poster. DIRECTIONS Guide children to follow the steps to perform a Good Citizen Skit.
Step 1 Look through Being a Good Citizen again. Talk with a partner about ways to Step 1 Work as a group and discuss ways people can be good citizens. Answer these
be a good citizen. Talk about ways to be a good citizen: questions to get started:
• at home • What would you do to help stop an argument on the playground?
• at school • How could you show this in a skit?
• in the community. • What could happen if someone breaks a rule at school? How could you
show this in a skit?
Step 2 Decide if you will make a poster about a way to be a good citizen at home, at
• Who can show us a way to help others? How can you show this in a skit?
school, or in the community.
Step 2 Decide what you will show in your skit. You must show one way to be a good
Step 3 Choose what you will draw on your poster. Your poster should show one way
citizen. Your skit can show how to be a good citizen at home, at school, or in
to be a good citizen.
the community.
Step 4 Share your work with the class.
Step 3 Give roles to each classmate in your group.
Rubric Step 4 Plan what each classmate will say in the skit.
Score 4 Score 3 Score 2 Score 1
Step 5 Practice your skit. Then, perform your skit for the class.
• The poster clearly • The poster shows • The poster relates to • The poster does not
shows one way to be one way to be a the content of Being show one way to be Rubric
a good citizen. good citizen. a Good Citizen but a good citizen.
Score 4 Score 3 Score 2 Score 1
• The poster shows a • The poster shows does not show one • The poster does not
clear understanding an understanding of way to be a good relate to the content • The skit clearly • The skit shows how • The skit somewhat • The skit does not
of the content the content of Being citizen. of Being a Good shows how to be a to be a good citizen. shows how to be show how to be a
of Being a Good a Good Citizen. • The poster shows Citizen. good citizen. • The skit shows an a good citizen or good citizen.
Citizen. • The poster shows some understanding • The poster does not • The skit shows a understanding of relates in some way • The skit shows little
• The poster consideration and of the content show consideration clear understanding the content of Being to Being a Good understanding of
shows careful discussion of the of Being a Good or discussion of of the content a Good Citizen. Citizen. the content of Being
consideration and topic and some Citizen. the topic and lacks of Being a Good • The skit is • The skit shows some a Good Citizen.
discussion of the attention to detail. • The poster shows detail. Citizen. somewhat engaging understanding of • The skit shows
topic as well as some consideration • The skit is engaging and shows some the content of Being little discussion and
attention to detail. of the topic but lacks and shows adequate discussion and a Good Citizen. preparation.
detail. discussion and preparation. • The skit shows some
preparation. discussion but little
preparation.
Grade K Activity Guidelines and Rubric Grade K Activity Guidelines and Rubric
© Houghton Mifflin Harcourt Publishing Company. All rights reserved. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
K_SCAEAN000000_BGC_BLMAR.indd 1 1/23/17 5:37 PM K_SCAEAN000000_BGC_BLMAR.indd 2 1/23/17 5:37 PM
Good Citizen Poster Good Citizen Skit

Assessment
HMH KIDS DISCOVER

Name
Being a
Good Citizen
Assessment
To monitor individual learning and to let children
1. Circle 2 rules you use when you play demonstrate their understanding of the content,
go online to Magazine Assessment.
outside with a friend.
Raise Your Respect Work

Listen
Hand Others Quietly
2. Which picture shows a person helping in the

neighborhood?
HMH KIDS DISCOVER

Name
Being a
Good Citizen
Assessment (continued)
3. Which sign shows that it is safe to cross the
4. People can be part of many groups.
street?
Write or draw a group that you are part of.
WALK I am part of my soccer team.

Note: The students can draw a picture of a team, a club, a family, etc.
Kindergarten Assessment
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
5. Tell or draw what Mary McLeod Bethune

believed everyone should have.
She believed everyone should be able to go to school.

Note: The students can draw a picture of a school or something representing education.
COMPELL ING QUESTION Write your answer on a separate piece of paper.
Why is it important to learn to be a good citizen?

Children’s responses may vary but should show understanding that being a good citizen means you act a
certain way. This can include things like getting along with others and recycling.
Children’s responses may also acknowledge that we can learn about being good citizens from American
and world history and stories or folklore.
Kindergarten Assessment
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

HMH SOCIAL STUDIES
189026 F1694210
Front Cover: Being a Good Citizen: (girl giving thumbs up):
©BestPhotoStudio/Shutterstock; Maps: (Little Red Riding Hood)
Michael Kline/Michael Kline Illustration; History’s a Celebration:
(boy with flag) ©PEPPERSMINT/Shutterstock; Neighborhoods:
(street) ©Photography by Deb Snelson/Getty Images; Jobs:
(Doctor) ©michaeljung/Fotolia; (tablet) ©huangyailah488/
Shutterstock; P. ii: (tablet) ©Getty Images/iStockphoto
T E AC H E R ’S G U I D E G K SAMPLE I N PA R T N E R S H I P W I T H KIDS
DISCOVER

Social Studies

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HMH SOCIAL STUDIES

Grade K Grade 1 Grade 2 Grade 3 Grade 4

Bear Flag Republic

—Text from the Treaty

PAGES 2–3 PAGES 8–9 PAGES 14–15

Pushes and Pulls Mexican-American War Annexation!

Early Firsts Fast A Constitution Statehood!

PAGES 4–5 PAGES 10–11 PAGES 16–17

Early Firsts California State Flag Fast Track to Statehood

Trouble Brewing facing Mexico ever since it had won its

Kids Discover Magazine

for others who will be arriving soon. Be sure to include

or a cornucopia overflowing with fruit and vegetables; or

PAGES 6–7 PAGES 12–13

Trouble Brewing Bear Flag Revolt Activities

Kids Discover Magazines, a

The Online Student

collection of motivational, K-6_SCAETE000000_KDFM_PrinterTest_010517.indd 34 1/5/17 9:17 AM

non-fiction, consumable Teacher’s Guide Experience will provide digital

The online learning system (Ed: Your Friend in

Being a Good Citizen included in this sampler

Why is it important to learn to be a good citizen?

Magazine Activities Preview

Being a Good Citizen 1

People together make a group. One person

Carly waited a long time

Two people want to

friends What is a Keep your dog on a leash.

PAGES 2–3 PAGES 8–9 PAGES 14–15

Together Problems It’s the Law!

Getting Along One child, Great Citizens

PAGES 4–5 PAGES 10–11 PAGES 16–17

Getting Along Malala Yousafzai Great Citizens

Rules at Be a Good Activities

Help keep your neighborhood clean and safe. Helping

GOOD CITIZEN SKIT

PAGES 6–7 PAGES 12–13

Rules at School Be a Good Citizen in Your Activities

2 Kids Discover The World Around Us

KEY RESOURCES PROGRAM RESOURCES 1/19/17 2:22

Channel One News

Skills and Features ASSESSMENT

Read Aloud Independent Reading

Being a Good Citizen 3

Zoom in on the Genre You can help in your neighborhood.

Keep your dog on a leash.

Zoom in on Words and Phrases

get along (idiom) = to work with others

Zoom in on Cultural References

4 Kids Discover The World Around Us

Instruction for All Learners

Learners with Disabilities

English Language Learners

Being a Good Citizen 5

Four Questions brave adj. Feeling or showing no fear. (p. 16)

6 Kids Discover The World Around Us

• Acquire and use vocabulary.

• Evaluate word choices. honest

Being a Good Citizen 7

Get Started! ENGLISH LANGUAGE DEVELOPMENT

8 Kids Discover The World Around Us

Reading Social Studies

Being a Good Citizen 9

10 Kids Discover The World Around Us