BIGGER AND BIGGER:
(We Live in a family, a neighborhood, a city, and the United States)
By: Ramona Hittle
Indianapolis Public School #105
Grade Level: 1-2
This is an introductory
lesson for the entire class. Discuss as a group the various groups
to which the students belong,
such as, family,
neighborhoods, and city. Then, introduce the students to concept
of belonging to the United States and
to North America
with Mexico and Canada as our neighbors. You can then begin
a study of our whole country with the
should be able to...
a) identify the continent of North America on a map and on a globe.
b) identify the United States as part of North America; also,
on a map and on a globe.
c) name the countries that are neighbors of the United States:
Mexico and Canada.
d) recognize the map term: inset.
projector, transparencies of North America and of the United States,
balloons, crayons, pencils, individual
North America, globe(s), and the textbook Neighborhoods by HBJ.
Ask the students to turn to the contents of
Recall the different groups to which they
Indicate they are ready to begin Chapter 5.
Read the title together. Discuss.
Ask to what larger group they belong.
Ask what the name of our country is.
Turn to page 106, and examine the map of the
Ask what is in the boxes at the bottom of
the page. Then, explain the boxes showing Alaska and Hawaii.
Ask where the U.S. is located in the boxes.
Put the map of North America on the overhead. Ask the students if
they see the U.S. on this map. Explain that is is a map of North
America. Have a volunteer locate the U.S.on the screen with a pointer.
Do the same with Alaska and Hawaii.
Discuss our neighbors Canada and Mexico.
Place 3 deflated balloons on the North America map on the overhead.
Discuss how difficult it is to see the U.S. on this map.
It would much easier to see the U.S. if the balloon was blown up.
Take the balloon from the U.S. portion, and blow it up. Ask if it
is easier to see. Since it should be easier to see, then, place
the transparency of the United States on the overhead on top of the
North America map. Ask what part of the U.S. is not blown up
yet (Alaska and Hawaii). Explain that they are not connected to the
main part of the U.S. so they are placed in little boxes called insets.
Look at the insets in the book. Have the class identify Alaska and
Hawaii on the North America map and/or on the United States map.
(The book publisher did this in the book.)
Pass out outline maps of North America.
Ask the students to point to the U.S., Canada, Mexico, Alaska and Hawaii.
Have the students color the U.S. (including
Alaska and Hawaii) using their favorite colors. Write the names of
our neighboring countries in pencil.
Results of the
outline maps of North America the students colored and identified countries/states.
Limitations & Modifications:
who cannot remember some of the boundaries, leave the transparency on the
overhead, so, that they can
turn it on and
take a peek.
HBJ Social Studies; 1985, Harcourt Brace Jovanovich, Publishers;
Map Reading United
States: A Milliken Full Color Transparency Duplicating Book;
Milliken; 1970, Milliken Publishing