grade 03 social studies unit 06 exemplar lesson 02 ... 03 social studies unit 06 exemplar 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

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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













about:/module/standards/0/111262/standard.ashx






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




http://files5.mycscope.us/239142066066114170248239094016085053146078212182/Download.ashx?hash=2.2





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:


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




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


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










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




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


Unit: 06 Lesson: 02

©2012, TESCCC 08/01/12 page 1 of 1

Heroes from Our Community

Hero’s Name Dates Deeds


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.



Unit: 06 Lesson: 02


©2012, TESCCC 02/13/13 page 2 of 4




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.



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

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