Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical …€¦ · Unit: 06 Lesson: 02...
Transcript of Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical …€¦ · Unit: 06 Lesson: 02...
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical HeroesGrade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical Heroes
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact yourchild’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students consider heroes and deeds based on the criteria of a good citizen Students learn about heroes in the past and
consider their effect on the present. Using the vocabulary, past, present and future, students place heroes into a timeline
and tell about their deeds.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.3 History. The student understands the concepts of time and chronology. The student is
expected to:
3.3B Create and interpret timelines.
3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by
historical and contemporary figures. The student is expected to:
3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality,
respect for oneself and others, responsibility in daily life, and participation in government
by educating oneself about the issues, respectfully holding public officials to their word,
and voting.
3.11B Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges
and military and first responders who exemplify good citizenship.
3.12 Citizenship. The student understands the impact of individual and group decisions on
communities in a constitutional republic. The student is expected to:
3.12A Give examples of community changes that result from individual or group decisions.
3.12B Identify examples of actions individuals and groups can take to improve the community.
3.14 Culture. The student understands the role of heroes in shaping the culture of communities,
the state, and the nation. The student is expected to:
3.14A Identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A.
Lovell, and other individuals such as Harriet Tubman, Juliettee Gordon Low, Todd Beamer, Ellen Ochoa, John
"Danny" Olivas, and other contemporary heroes.
3.15 Culture. The student understands the importance of writers and artists to the cultural
heritage of communities. The student is expected to:
3.15A Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and
their stories, poems, statues, and paintings and other examples of cultural heritage from various communities.
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 14
3.15B Explain the significance of various individual writers and artists such as Carmen Lomas
Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and
paintings and other examples of cultural heritage to various communities.
Social Studies Skills TEKS
3.17 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
3.17A Research information, including historical and current events, and geographic data, about
the community and world, using a variety of valid print, oral, visual, and Internet
resources.
3.17B Sequence and categorize information.
3.17C Interpret oral, visual, and print material by identifying the main idea, distinguishing
between fact and opinion, identifying cause and effect, and comparing and contrasting.
3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student
is expected to:
3.18B Use technology to create written and visual material such as stories, poems, pictures,
maps, and graphic organizers to express ideas.
3.19 Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings. The student is expected to:
3.19A Use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Social Studies Unit 06 PI 02
Create an illustrated timeline that includes the heroes studied in this unit, local and other. Write a statement for each hero telling why the
person is considered a hero.
Standard(s): 3.11B , 3.14A , 3.17A , 3.17B , 3.18B
ELPS ELPS.c.1C
Key Understandings
People organize chronological events through the use of timelines.
— Who are historical and contemporary individuals who exemplify good citizenship?— What are some examples of community changes that have resulted from individual or group decisions?— How can individuals be heroes in the community?
Vocabulary of Instruction
timeline chronology hero
Materials
Refer to the Notes for Teacher section for materials.
Attachments
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 14
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading
or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are
available in the district site and are not accessible on the public website.
Handout: Problem Solving Chart
Handout: Heroes from Our Community
Handout: Chart of Eight Heroes' Works
Handout: Timeline
Teacher Resource: Timeline KEY
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Research and then create a list of people from the community who could be considered heroes because of a
problem they are working (or have worked) to solve.
6. Invite a community hero to visit the class and discuss community problems and solutions.
7. Prepare centers on Helen Keller, Hector P. Garcia, James A. Lovell, Harriett Tubman, Ruby Bridges, Todd Beamer,
Ellen Ochoa, John “Danny” Olivas8. Prepare materials and handouts as needed.
Background Information
Learn about the Underground Railroad, the NASA space program (see the list of inventions from space exploration, which can supplement
achievements of the astronauts), Harriet Tubman, Hector P. Garcia, Helen Keller, Ruby Bridges, Todd Beamer, Ellen Ochoa, James Lovell,
and Danny Olivas.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners.
These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators
associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All
originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE - Heroes from our Community
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 - 20 minutes
1. Decide on one major change in your community that resulted from a Materials
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 14
group decision (such as a new park, or a new shopping center, or
new school.) Share with students a general process of how that
decision was made and followed through.
2. As you tell the story, model creating a timeline of the process from
start to finish. (One possibility is to use the problem solving chart
provided).
3. Continue discussion to identify community problems that have been
solved by local people and brainstorm a list of people who have
been local heroes to solve the problems.
4. Create a class list (see Teacher Resource: Heroes From Our
Community for a possible form to use) of local heroes. Add to the
list as the lesson progresses.
Teacher-created list of people from the
community who could be considered
heroes
Attachments:
Handout: Problem Solving Chart
Teacher Resource: Heroes From Our
Community
TEKS: 3.3B; 3.12A; 3.19A
EXPLORE - Eight Heroes Suggested Day 1 cont’d, Day 2, Day 3 - 110 minutes
1. Set up 8 learning centers, each equipped with books, poems and articles, as
well as short stories that focus on one of the eight people listed below:
Danny Olivas
Ellen Ochoa
Harriet Tubman
Hector P. Garcia
Helen Keller
James Lovell
Ruby Bridges
Todd Beamer
2. Make sure to include stories and poems written by Carmen Lomas
Garza, Laura Ingalls Wilder, Bill Martin, Jr. and Kadir Nelson as they
apply.
3. Class forms 8 groups.
4. Use a timer to time students’ rotation through the centers. Allowapproximately 8-10 minutes. (This rotation will take approximately 80
minutes.)
5. Students may take a few notes at each center to remember the
people they study. Especially note the name (who), the deeds
(what), and the years that person lived or performed heroic deeds
(when). If desired, use the graphic organizer Handout: Chart of
Eight Heroes’ Works.
6. On Day 3, students discuss their learning, including:
which heroes made group decisions in their work
which heroes’ choices affected the community (past, present,and future)
community changes
actions individuals and groups that improve the community
7. Students discuss connecting questions such as:
Were any of these people famous before they became a
hero?
Are heroes always famous?
Materials:
news articles, books, and poems about
the heroes listed in the TEKS to use in
centers
Attachments:
Handout: Chart of Eight Heroes’Works
TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B;
3.17A, 3.17B, 3.17C
Instructional Notes:
Post characteristics of a good citizen and a hero.
Match each person to characteristics of a hero…
Truthfulness
Justice
Equality
respect for self and others
responsibility in daily life
participation in government
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 14
EXPLAIN - Hero Report Suggested Day 3 continued - 20 minutes
1. After visiting all 8 centers, students choose one person as a focus
for a report to the class.
2. For the hero they choose, students return to that center and gather
further information.
3. Students create an illustration (with dates) for the person and
decide on information to share with the class.
4. Students post their pictures in chronological order.
5. Individually, in chronological order, students present the information
about the individual.
Materials
Paper for drawing (1 per student)
TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B;
3.17A, 3.17B, 3.17C
EXPLORE – Local community hero Suggested Day 4, 35 minutes
1. Introduce the community hero to the class.
2. The visitor talks about actions individuals and groups have taken to improve
the community. As part of the presentation, the presenter includes problems
and solutions.
3. Interview the visitor regarding the problem-solving process they
used. Use the Handout: Problem Solving Chart as a guide,
creating a class chart to document the process followed.
4. Add names to the Teacher Resource: Heroes From Our
Community as they are identified.
Materials
Teacher-created list of people from the
community who could be considered
heroes
A community hero to visit with students
Teacher Resource: Heroes From Our
Community
Attachments
Handout: Problem Solving Chart
EXPLAIN - Problem Solved Suggested Day 4 - 15 minutes
1. Students think about a problem they would like to solve and draw a
“before and after” picture showing the problem (before) and theproblem solved (after).
2. Students turn and talk to a partner, sharing their drawings and
telling the partner about the problem they would like solved and how
the problem-solving process could be used to solve the problem.
Materials
Paper for drawing
ELABORATE--Summarize Suggested Day 5 - 10 minutes
1. Summarize learning by facilitating a discussion where students
answer the guiding questions.
— Who are historical and contemporary individuals who exemplify
good citizenship?
— What are some examples of community changes that have resulted
from individual or group decisions?
2. Continue the discussion by making connections to good citizenship.
Students categorize the heroes based on the characteristics of good
citizenship.
TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B;
3.17A, 3.17B, 3.17C
EVALUATE Suggested Day 5 - 40 minutes
Grade 3 Social Studies Unit06 PI02
Create an illustrated timeline that includes the heroes studied in this unit, local
and other. Write a statement for each hero telling why the person is considered a
hero.
Standard(s): 3.11B , 3.14A , 3.17A , 3.17B , 3.18B
ELPS ELPS.c.1C
Materials:
paper
map pencils
Attachments
Handout: Timeline (optional)
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 14
1. Students use what they have learned to create an illustrated timeline
of the heroes studied. (They may add other heroes, historical,
contemporary, local.) If desired, use the Handout: Timeline.
2. Under each illustration, students write a statement telling why the
person is considered a hero.
3. The Teacher Resource: Timeline KEY provides examples of
information that may be included.
Teacher Resource: Timeline KEY
TEKS: 3.11B; 3.14A; 3.17A, 3.17B; 3.18B
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 14
Grade 3 Social Studies
Unit: 06 Lesson: 02
©2012, TESCCC 08/01/12 page 1 of 1
Steps in the Problem Solving Process
1. Identify
the problem
2. Gather
Information
3. List and consider options
4. Consider advantages and
disadvantages
5. Choose and implement a
solution
6. Evaluate the effectiveness
of the solution
Grade 3 Social Studies
Unit: 06 Lesson: 02
©2012, TESCCC 08/01/12 page 1 of 1
Heroes from Our Community
Hero’s Name Dates Deeds
Grade 3 Social Studies
Unit: 06 Lesson: 02
Chart of Eight Heroes’ Works
©2012, TESCCC 02/13/13 page 1 of 4
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
1.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
2.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Grade 3 Social Studies
Unit: 06 Lesson: 02
Chart of Eight Heroes’ Works
©2012, TESCCC 02/13/13 page 2 of 4
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
3. Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
4.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Grade 3 Social Studies
Unit: 06 Lesson: 02
Chart of Eight Heroes’ Works
©2012, TESCCC 02/13/13 page 3 of 4
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
5.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
6.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Grade 3 Social Studies
Unit: 06 Lesson: 02
Chart of Eight Heroes’ Works
©2012, TESCCC 02/13/13 page 4 of 4
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
7.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
8.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Grade 3 Social Studies
Unit: 06 Lesson: 02
©2012, TESCCC 08/01/12 page 1 of 1
Timeline
Fill in pictures, dates and notes for each person.
Grade 3 Social Studies
Unit: 06 Lesson: 02
©2012, TESCCC 08/01/12 page 1 of 1
Timeline KEY
Fill in pictures, dates and notes for each person.
1860’s
Harriet
Tubman
Led people
to freedom
on the
Underground
Railroad;
Worked for
civil rights
and equality
1880’s
Helen Keller
Battled
deafness and
blindness;
learned
Braille and to
speak;
helped
others who
had
disabilities
1950-60’s
Hector P.
Garcia
Doctor and
military hero;
organized
and led for
equal rights
for Hispanics
1960’s
Ruby Bridges
First black
child in an all
white school
in New
Orleans;
volunteer;
champion of
equal
education for
all
1980’s
Danny Olivas
Astronaut;
first Hispanic
astronaut;
first to repair
shuttle and
space station
on a space
walk;
1960-70’s
James Lovell
Astronaut on
Apollo 13;
saved the
mission; flew
to the moon
1990’s
Ellen Ochoa
Astronaut;
first Hispanic
woman in
space;
inventor
2001
Todd Beamer
Patriotic
citizen, saved
lives in
Washington,
D.C. by
taking charge
of hijacked
plane on
Sept. 11,
2001