skip navigation


Sign Up for E-mail Updates

Facebook Twitter Pinterest YouTube RSS
Left Navigation Links
Additional Links
Just For Kids! h.i.p. pocket change
Teacher's Network - Sign up today!

 

Trading Traditions

Printable view

Summary

Students will identify the purpose and duties of an orator. Students will identify and share personal family traditions. Students will demonstrate oral presentation skills.

Coin Type(s)

  • Quarter

Coin Program(s)

  • DC and Territory Quarters

Objectives

  • Students will identify the purpose and duties of an orator.
  • Students will identify and share personal family traditions. Students will demonstrate oral presentation skills.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Two
Session Length: 30-45 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of traditions.

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Island
  • Territory
  • Orator
  • Tradition
  • Staff
  • Whisk

Materials

  • 1 overhead projector
  • 1 overhead transparency of the “American Samoa Quarter Reverse” page
  • Copies of the following:
    • “Orator Planner” worksheet
    • “Traditional Coin” worksheet
  • 1 class map
  • 1 copy of a text that includes general information about American Samoa, such as:
    • State-by-State Atlas by Justine Ciovacco, Kathleen A. Felley, and Kristen T. Behrens
    • The Kingfisher Geography Encyclopedia by Clive Gifford
    • The Young People’s Atlas of the United States by James Harrison
    • U.S. Atlas for Young People by Tom Smith
  • Chart paper
  • Markers
  • 2 rulers
  • White construction paper (2x6 inch strips)
  • Examples of Pacific Island (Samoan) design (optional)
  • 2 cardboard tubes (paper towel or wrapping paper rolls)
  • Colored construction paper
  • Tape
  • Yarn

Preparations

  • Make an overhead transparency (or photocopy) of the “American Samoa Quarter Reverse” page.
  • Make copies of the following:
    • “Orator Planner” worksheet (1 per student)
    • “Traditional Coin” worksheet (1 per student)
  • Locate a text that gives information about American Samoa (see examples under “Materials”).
  • Gather examples of Pacific Island (Samoan) design as inspiration for decorating the tubes (optional).
  • Collect two cardboard tubes (paper towel or wrapping paper rolls).
  • Cut white construction paper into 2x6 inch strips (1 per student).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/148.pdf.

Session 1

  1. Describe the 50 State Quarters® Program and the District of Columbia and U.S. Territories Quarters Program for background information, if necessary, using the example of our own state’s or territory’s quarter. Then display the “American Samoa Quarter Reverse” overhead transparency or photocopy. Tell the students that the back of a coin is called the reverse, and the obverse is another name for the front. Locate American Samoa on a classroom map. Note its position in relation to your school’s location.
  2. When defining “US territory” (lowercase “t”) for your students, the United States Mint recognizes and uses the Department of the Interior’s definitions found at www.doi.gov/oia/Islandpages/political_types.htm.
  3. Introduce the students to the portion of the selected text about American Samoa. As a group, preview the text. During the reading, attend to unfamiliar vocabulary and concepts.
  4. Now ask the students to examine the quarter reverse image and tell you what they see. Explain to the students that the image represents a collection of items important to the people of American Samoa. The large item in the center is an ava bowl (also called a tanoa), which symbolizes Samoan culture and community. Beside it are a fly whisk, symbolizing wisdom, and a staff, symbolizing authority. All of these items are used in important Samoan ceremonies. In the background is an American Samoa landscape.
  5. Explain to the students that there is an important figure in Samoan culture called the orator, also known as the “talking chief.” Write the word orator at the top of a piece of chart paper.
  6. Explain to the students that the orator is very important in leading ceremonies, welcoming guests and, most importantly, giving speeches. These traditional speeches in American Samoa often tell local stories, legends, and family traditions. To show his importance during the speeches, the orator holds the staff and whisk shown in the American Samoa quarter design.
  7. After discussing the duties and importance of the American Samoan orator, guide the students in adding these ideas to the chart.
  8. Explain to the students that, just as the American Samoan orator talks about family stories and traditions, they will each share with their classmates a family tradition of their own. Tell the students that these traditions may relate to family events, birthdays, holidays, or any other tradition.
  9. As an example, share a personal family tradition with the class while holding two rulers to represent the staff and whisk.
  10. Tell the students that before they will become orators and share their family traditions with the class, they will first need to cooperatively create a class staff and whisk. Give each student a small strip of paper to decorate. They may use brightly colored patterns or island designs to represent the islands of American Samoa.
  11. Wrap the strips of paper around two cardboard tubes and attach them with tape. These tubes will represent the staff and whisk for the class. For the whisk, add a tied bunch of yarn to one end.
  12. Distribute an “Orator Planner” worksheet to each student. Explain the directions, referring to your own sharing of a family tradition as the example. Allow the students time to complete the worksheet.

Session 2

  1. Display the “American Samoa Quarter Reverse” overhead transparency. Review with the students the material covered in the previous session, focusing on the job of the orator. Practice using the staff during this review, indicating that only the person holding the staff is allowed to speak.
  2. Ask each student to become the orator as they share their family traditions. When the student is the orator, he will hold the staff and whisk during the presentation. As the students share, list the family traditions on chart paper. (Depending on the size of the class, two sessions may be needed for sharing.)
  3. After all the students have finished sharing, ask them to discuss why the orator is such an important and respected position in American Samoa. Continue using the staff to remind students that one person may speak at a time.
  4. Distribute the “Traditional Coin” worksheet to the students. Explain that the students will illustrate their family tradition as a quarter design.
  5. Allow time for the students to complete their illustrations. Have the students cut out the coin shapes and glue them onto colorful construction paper.
  6. Display the “Traditional Coin” and “Orator Planner” worksheets in the classroom.

Differentiated Learning Options

  • Allow students to work in pairs.
  • Allow students to dictate their written responses.
  • Allow students to write stories and read them directly from a script.

Enrichments/Extensions

  • Use the class-created staff in future class meetings to identify one speaker at a time.
  • Have students research other United States territories.
  • Have students research family or holiday traditions in a variety of countries and cultures.
  • Invite a storyteller to visit the class.

Technology Extensions

Videotape the oral presentation to share with other classes.

Use the students’ class participation, presentation, and worksheets to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: SL.3 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

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

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Culture and Cultural Diversity
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns
  • enable learners to analyze and explain how groups, societies, and cultures address human needs and concerns
  • guide learners as they predict how experiences may be interpreted by people from diverse cultural perspectives and frames of reference
  • encourage learners to compare and analyze societal patterns for transmitting and preserving culture while adapting to environmental and social change
  • enable learners to assess the importance of cultural unity and diversity within and across groups
  • have learners interpret patterns of behavior as reflecting values and attitudes which contribute to or pose obstacles to cross-cultural understanding
  • guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues
  • have learners explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems

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: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

The Department of the Treasury Seal