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A Day as President

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Summary

Students will identify the President as the leader of the United States government. Students will identify the jobs and responsibilities of the President of the United States.

Coin Type(s)

  • Dollar

Coin Program(s)

  • Presidential $1 Coin

Objectives

  • Students will identify the President as the leader of the United States government.
  • Students will identify the jobs and responsibilities of the President of the United States.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Language Arts

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Four
Session Length: 20-30 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

  • Obverse (front)
  • President of the United States

Terms and Concepts

Students should have a basic knowledge of:

  • The term “leader”
  • United States of America
  • Jobs and responsibilities

Materials

  • The worksheet attached to this lesson plan (see “Preparations”)
  • From the Presidential $1 Coin Lesson Plan Resource Center at www.usmint.gov/kids/pres$1coin/LP/resources regarding presidents Washington, Adams, Jefferson, and/orMadison:
    • Program overview
    • Images of coins
    • Information from the links provided
  • 1 overhead projector
  • 1 overhead transparency of each of the coin obverses
  • 1 copy of an age-appropriate text that provides basic historical information about the role of the President of the United States. For example:
    • The U.S. Presidency (First Facts; Our Government Series) by Muriel L. Dubois and Christine Peterson
    • So You Want To Be President? by Judith St. George
    • If I Were President by Catherine Stier
    • President by Michael Twinn
    • Presidents by Carol Greene
  • Chart paper
  • “How-to” manuals (for example, directions for playing a board game or assembling a toy)
  • Markers, pencils, crayons
  • Drawing paper (8-1/2 X 11)

Preparations

  • Make an overhead transparency of each of the following:
    • One or more of the presidential $1 coin obverses
    • Golden Dollar
    • Susan B. Anthony dollar
  • Locate an age-appropriate text that provides basic historical information about the role of the President of the United States (see examples under “Materials”).
  • Make copies of the “Things To Do” worksheet (1 per pair of students).
  • Gather examples of “how-to” manuals (see examples under “Materials”).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/133.pdf.

Sessions 1 and 2

  1. Engage the students in a discussion about the meaning of the term “leader.” Record the students’ ideas on a class chart.
  2. On another piece of chart paper, write the following definition at the top: “A leader is a person who is the head of a group or activity.” Have the students brainstorm the names of leaders (for example, teacher, coach, fire chief) and record these on the chart.
  3. Ask the students to identify an important leader in the school, guiding them to name the principal. Discuss the role of the principal in the school (for example, making decisions, making sure everyone is safe, setting an example).
  4. Discuss with the students why they think it is important to have leaders and what some of their jobs and responsibilities may be. Responses may include helping to keep order, making sure everyone is safe, and making sure jobs get done.
  5. Distribute drawing paper to each of the students and have them illustrate a picture of a leader doing their job and label it.
  6. Share the drawings with the class.
  7. Tell the students that, just as school has a leader called the principal, the United States has an important leader too. Ask the students to name this leader directing them to the term “president.” Discuss the term “President of the United States” with the students. Ask them to share what they know about the President of the United States. List the students’ responses on chart paper.
  8. Display the transparency of any presidential $1 coin obverse.
  9. Explain to the students that this image is a presidential $1 coin. Ask the students if they know any other money that is worth a dollar. Responses may include the dollar bill, Golden Dollar, and Susan B. Anthony coin.
  10. Display the images of the Golden Dollar and the Susan B. Anthony coin. Tell the students that these coins, too, are marked “one dollar.”
  11. Ask the students what all of the people on the coins had in common. Explain to the students that each of the people were important to our country because they were leaders and this is one way for us to honor them.
  12. Tell the students that the presidential $1 coins were not intended to replace the dollar bill but be used in addition to it.
  13. Ask the students to examine the images and tell you what they know about them. The students should be able to identify them as the fronts (obverses) of coins and that they each depict a person. Tell the students that the Presidential $1 Coin Program began in 2007 to commemorate each of our nation’s presidents. The program calls for four new dollar coin designs to be released per year in the order the presidents served the country. Point out to the students that each obverse in the series depicts a different president and shows the years the president served in office and the number of that presidency.
  14. As a class, identify the jobs and responsibilities of the President of the United States. Responses may include taking care of the United States, making speeches to tell the people important news, and making sure jobs get done. Create a class K-W-L chart entitled “What Does a President Do?” filling in the first two columns.
  15. Tell the students they will be learning more about the jobs and responsibilities of the president.
  16. Introduce the students to the selected text about the president. As a group, preview the text and illustrations to generate predictions about what will occur in different parts of the text.
  17. Read the text aloud. During the reading, attend to unfamiliar vocabulary and concepts.
  18. As a class, review any new material learned from the text and add it to the last column of the K-W-L chart.

Sessions 3 and 4

  1. Review the text and K-W-L chart from the previous day.
  2. Explain to the students that sometimes people use books or manuals to help them learn how to do things, do a job, or learn something new. Show the students some examples of “howto” books as listed under “Materials.” Tell the students that they will be working as a class to create a book about the President based on what they have learned in class.
  3. Divide the class into pairs and distribute the “Things To Do” worksheet to each pair.
  4. Explain that each pair of students will write a description and draw an illustration about one of the things that the president does. Allow the pairs time to think of an idea. Review the ideas with each pair. Some ideas may be repeated depending on the size of the class.
  5. Allow the students time to complete the assignment.
  6. Once the pages are completed, have the students share their work with the class.
  7. Assemble the pages into a class book entitled “A Day As President.”

Differentiated Learning Options

Allow students to dictate their description on the “Things To Do” worksheet.

Enrichments/Extensions

  • Have a leader come visit the class and discuss their job and responsibilities.
  • Have students research the president’s home state and locate the state quarter from “The 50 State Quarters® Program” at www.usmint.gov/kids/index.cfm?fileContents=campCoin/coloring.cfm.
  • Compare an appropriate presidential $1 coin to another coin featuring the same president. Learn more about this president
  • Use the “Things To Do” worksheet to evaluate whether the students met the lesson objectives.
  • Take anecdotal notes about whether the students have met the lesson objectives.

Discipline: Language Arts
Domain: L.K Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: W.K Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Civic Ideals and Practices
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners in understanding the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law
  • guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities
  • facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues—identifying, describing, and evaluating multiple points of view and taking reasoned positions on such issues
  • provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
  • help learners to analyze and evaluate the influence of various forms of citizen action on public policy
  • prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors
  • guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making
  • encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government
  • support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern
  • create opportunities for learner participation in activities to strengthen the “common good,” based upon careful evaluation of possible options for citizen action

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Power, Authority, and Governance
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to examine the rights and responsibilities of the individual in relation to their families, their social groups, their community, and their nation; help students to understand the purpose of government and how its powers are acquired, used, and justified
  • provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare
  • enable learners to describe the ways nations and organizations respond to forces of unity and diversity affecting order and security
  • have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations
  • help learners to analyze and explain governmental mechanisms to meet the needs and wants of citizens, regulate territory, manage conflict, and establish order and security
  • have learners identify and describe the basic features of the American political system, and identify representative leaders from various levels and branches of government
  • challenge learners to apply concepts such as power, role, status, justice, democratic values, and influence to the examination of persistent issues and social problems guide learners to explain and evaluate how governments attempt to achieve their stated ideals at home and abroad

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

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