Historical Heroes



|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:

|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 Harriett Tubman, Juliette 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. |

|3.15B |Explain the significance of various individual writers and artists including Carmen Lomas Garza, and 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. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• 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. (3.11B; 3.14A; 3.17A, 3.17B; 3.18B)

[pic] 1C

|Key Understandings and Guiding Questions: |

• Las personas organizan los eventos históricos a través del uso de líneas cronológicas.

— ¿Qué personajes históricos y contemporáneos son ejemplo de buenos ciudadanos?

— ¿Cuáles son algunos ejemplos de cambios en la comunidad que han resultado de decisiones individuales o grupales?

— ¿De qué manera pueden las personas ser héroes en la comunidad?

|Vocabulary of Instruction: |

|línea cronológica |cronología |héroe |

|Materials: |

|Refer to the Notes for Teacher section for materials. |

|Attachments: |

• Handout: Problem Solving Chart

• Handout: Heroes from Our Community

• Handout: Chart of Eight Heroes’ Works

• Handout: Timeline

• Teacher Resource: Timeline KEY

|Resources and References: |

• 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” Olivas

8. 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 Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Heroes From Our Community |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 ( 20 minutes |

|Decide on one major change in your community that resulted from a group decision (such as |Materials |

|a new park, or a new shopping center, or new school.) Share with students a general |Teacher-created list of people from the community who could be |

|process of how that decision was made and followed through. |considered heroes |

| | |

|As you tell the story, model creating a timeline of the process from start to finish. (One|Attachments: |

|possibility is to use the problem solving chart provided). |Handout: Problem Solving Chart |

| |Teacher Resource: Heroes From Our Community |

|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. |TEKS: 3.3B; 3.12A; 3.19A |

| | |

|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. | |

|EXPLORE – Eight Heroes |Suggested Day 1 cont’d, Day 2, Day 3 - 110 minutes |

|Set up 8 learning centers, each equipped with books, poems and articles, as well as short |Materials: |

|stories that focus on one of the eight people listed below: |news articles, books, and poems about the heroes listed in the TEKS to|

|Danny Olivas |use in centers |

|Ellen Ochoa | |

|Harriet Tubman |Attachments: |

|Hector P. Garcia | |

|Helen Keller |Handout: Chart of Eight Heroes’ Works |

|James Lovell | |

|Ruby Bridges |TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B; 3.17A, 3.17B, |

|Todd Beamer |3.17C |

| | |

|Make sure to include stories and poems written by Carmen Lomas Garza, Laura Ingalls |Instructional Notes: |

|Wilder, Bill Martin, Jr. and Kadir Nelson as they apply. |Post characteristics of a good citizen and a hero. Match each person |

| |to characteristics of a hero… |

|Class forms 8 groups. |Truthfulness |

| |Justice |

|Use a timer to time students’ rotation through the centers. Allow approximately 8-10 |Equality |

|minutes. (This rotation will take approximately 80 minutes.) |respect for self and others |

| |responsibility in daily life |

|Students may take a few notes at each center to remember the people they study. Especially|participation in government |

|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.| |

| | |

|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 | |

| | |

|Students discuss connecting questions such as: | |

|Were any of these people famous before they became a hero? | |

|Are heroes always famous? | |

|EXPLAIN—Hero Report |Suggested Day 3 continued ( 20 minutes |

|After rotating through all 8 centers, students choose one person as a focus for a report |Materials |

|to the class. |Paper for drawing (1 per student) |

| | |

|For the hero they choose, students return to that center and gather further information. |TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B; 3.17A, 3.17B, |

| |3.17C |

|Students create an illustration (with dates) for the person and decide on information to | |

|share with the class. | |

| | |

|Students post their pictures in chronological order. | |

| | |

|Individually, in chronological order, students present the information about the | |

|individual. | |

|EXPLORE – Local community hero |Suggested Day 4, 35 minutes |

|Introduce the community hero to the class. |Materials |

| |Teacher-created list of people from the community who could be |

|The visitor talks about actions individuals and groups have taken to improve the |considered heroes |

|community. As part of the presentation, the presenter includes problems and solutions. |A community hero to visit with students |

| |Teacher Resource: Heroes From Our Community |

|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.|Attachments |

| |Handout: Problem Solving Chart |

|Add names to the Teacher Resource: Heroes From Our Community as they are identified. | |

|EXPLAIN—Problem Solved |Suggested Day 4 ( 15 minutes |

|Students think about a problem they would like to solve and draw a “before and after” |Materials |

|picture showing the problem (before) and the problem solved (after). |Paper for drawing |

| | |

|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. | |

|ELABORATE-- Summarize |Suggested Day 5 ( 10 minutes |

|Summarize learning by facilitating a discussion where students answer the guiding | |

|questions. |TEKS: 3.11A, 3.11B; 3.12A, 3.12B; 3.14A; 3.15A, 3.15B; 3.17A, 3.17B, |

|Who are historical and contemporary individuals who exemplify good citizenship? |3.17C |

|What are some examples of community changes that have resulted from individual or group | |

|decisions? | |

| | |

|Continue the discussion by making connections to good citizenship. Students categorize | |

|the heroes based on the characteristics of good citizenship. | |

|EVALUATE |Suggested Day 5 ( 40 minutes |

|Create an illustrated timeline that includes the heroes studied in this unit, local and |Materials: |

|other. Write a statement for each hero telling why the person is considered a hero. |paper |

|(3.11B; 3.14A; 3.17A, 3.17B; 3.18B) |map pencils |

|[pic] 1C | |

| |Attachments |

|Students use what they have learned to create an illustrated timeline of the heroes |Handout: Timeline (optional) |

|studied. (They may add other heroes, historical, contemporary, local.) If desired, use the|Teacher Resource: Timeline KEY |

|Handout: Timeline. | |

| |TEKS: 3.11B; 3.14A; 3.17A, 3.17B; 3.18B |

|Under each illustration, students write a statement telling why the person is considered a| |

|hero. | |

| | |

|The Teacher Resource: Timeline KEY provides examples of information that may be included. | |

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