Leaders and Their Roles
|Lesson Synopsis: |
One way people interact in their communities is by being community leaders. In this lesson the students identify government leaders of the community, state and nation –past and present. They describe the roles of the public officials and explore contributions of historical figures that have held the same offices (Lincoln and Houston). The students also use maps to locate places of significance and cardinal directions to discuss places in relation to each other.
TEKS:
|1.1 |History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: |
|1.1A |Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, |
| |Independence Day, and Veterans Day; and |
|1.2 |History. The student understands how historical figures helped to shape our community, state, and nation. The student is |
| |expected to: |
|1.2A |Identify contributions of historical figures such as Sam Houston, George Washington, Abraham Lincoln, and Martin Luther |
| |King, Jr., who have influenced the community, state and nation. |
|1.4 |Geography. The student understands the relative location of places. The student is expected to: |
|1.4A |Locate places using the four cardinal directions. |
|1.5 |Geography. The student understands the purposes of maps and globes. The student is expected to: |
|1.5A |Create and use simple maps to identify the location of places in the classroom, school, community, and beyond. |
|1.6 |Geography. The student understands various physical and human characteristics of the environment. The student is expected |
| |to: |
|1.6A |Identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and |
| |weather; |
|1.12 |Government. The student understands the role of authority figures and public officials. The student is expected to: |
|1.12A |Identify the responsibilities of authority figures in the home, school, and community. |
|1.12B |Identify and describe the roles of public officials in the community, state, and nation. |
|1.14 |Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and |
| |principles and contributes to our national identity. The student is expected to: |
|1.14D |Explain and practice voting as a way of making choices and decisions. |
Social Studies Skills TEKS:
|1.17 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a |
| |variety of sources including electronic technology. The student is expected to: |
|1.17A |Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, |
| |maps, literature, and artifacts. |
|1.18 |Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: |
|1.18A |Express ideas orally based on knowledge and experiences. |
|1.18B |Create and interpret visual and written material. |
|Getting Ready for Instruction |
|Performance Indicator(s): |
• Draw a picture that illustrates the role of a local or state official. Orally describe the role of the public official in a sentence. (1.12A, 1.12B, 1.18A,1.18B) [pic] 1F; 3E
|Key Understandings and Guiding Questions: |
• Frecuentemente, los buenos ciudadanos contribuyen con sus comunidades trabajando como funcionarios públicos
— ¿Qué es el gobierno?
— ¿Quiénes son los líderes del gobierno municipal, estatal y federal?
— ¿Cuáles son los trabajos de los líderes del gobierno?
— ¿Cómo obtienen su trabajo los líderes del gobierno?
— ¿Cómo influyen en la comunidad los líderes del gobierno?
— ¿Qué papel tuvieron Sam Houston y Abraham Lincoln en sus comunidades?
— ¿Qué influencia tuvo Sam Houston en el estado de Texas?
— ¿Qué influencia tuvo Abraham Lincoln en los Estados Unidos?
— ¿Por qué decimos que estas figuras históricas actuaron como buenos ciudadanos?
|Vocabulary of Instruction: |
• figura histórica
• ubicación
• líder
• persona que representa la autoridad
• funcionario público
• responsabilidad
• influencia
• puntos cardinales (NSEO)
• municipio
• estado
• nación
• continente
• océano
• cuerpo de agua
•
|Materials: |
• Refer to the Notes for Teacher section for materials.
|Attachments: |
• Teacher Resource: North America Map
• Teacher Resource: PowerPoint: Public Officials
• Teacher Resource: Public Officials Chart
• Teacher Resource: Who Am I? Examples
• Handout: Roles and Responsibilities (optional, 1 per student)
• Handout: Map of the United States
• Teacher Resource: Sam Houston
• Teacher Resource: Abraham Lincoln
|Resources and References: |
• Background information on the Battle of San Jacinto:
• How a bill becomes a law:
|Advance Preparation: |
1. Become familiar with content and procedures for the lesson, especially the idea that good citizens often contribute to their communities by being public officials.
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 materials and websites according to district guidelines.
5. Gather information about a person in history who influenced the community. (the town’s namesake, person the school is named after, or other influential local person)
6. Obtain a picture or information about the mayor of the community the school belongs to and the city hall (Insert into the PowerPoint created for this lesson.)
7. Prepare a blank graphic organizer for public officials. (see completed sample attached)
8. Enlarge the blank outline map of the continental United States to poster size if possible or 11 x 17.
9. Make large blank copies of the states of Texas, Virginia, Kentucky, and Illinois to post so students can compare the shapes.
10. Copy U.S. outline map for students. (attached)
11. Prepare the PowerPoint related to this lesson. (Parts of it will be used at different times during the lesson.)
12. If desired, prepare the Kinesthetic Lesson Idea materials for the Engage section.
|Background Information: |
The information located in the sample graphic organizer is taken directly from the TEKS regarding the roles and responsibilities. Please make sure that 1st graders can articulate the roles and responsibilities of each public official.
Continent – a very large piece of land
State – part of a country
Ocean – a very large body of salt water
Mayor – an elected person who is the leader of the community who makes sure people of the community obey the laws of the city, state and nation. The mayor works with the city council to make and enforce laws for the good of the town.
Governor – a person elected to be the leader of the state’s government. The governor works with the state legislature to make and enforce laws for the good of the state. The governor makes sure people of the state obey the laws of the United States and the US government.
President – the person elected to make sure the laws of the United States of America are followed. The president works with the Congress (national legislature) to make and enforce laws for the good of the nation (country). The president is the leader of the national government and commander-in-chief of the armed forces. The president makes sure people follow the laws and rules of the Constitution of the USA.
Sam Houston – President of the Republic of Texas, commander-in-chief during Texas Revolution, governor of Texas
Abraham Lincoln – President of the United States during the Civil War
Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.
“Battle of San Jacinto- In March of 1836, the war for Texas' independence from Mexico was not going well for Gen. Sam Houston and his Texan troops. On March 11, Houston abandoned Gonzales and retreated eastward in advance of the numerically superior forces of Gen. Antonio Lopez de Santa Anna, the president of Mexico. Houston's poorly trained troops were restless, eager for revenge after the Goliad massacre and the fall of the Alamo. Houston realized, however, that the Texans had little chance of winning over Santa Anna's much larger army without some sort of advantage.
On April 18, Houston arrived at Buffalo Bayou and found that Santa Anna had already sacked the small town of Harrisburg. Through a captured Mexican courier, he learned that Santa Anna had isolated himself from the bulk of his troops and had a force of about 750 men, slightly smaller than Houston's force of 820 men. Houston realized that his chance had come. On April 19, Houston and his men crossed to the south bank of Buffalo Bayou and marched east,
setting up camp near Lynch's Ferry on April 20. An advance guard of the Texans captured a boatload of the Mexican Army's provisions at the ferry, providing food for the famished Texan soldiers.
A small party of Texans retreated back to Houston's position near Lynch's Ferry, with the Mexican forces not far behind. Upon his arrival at nearby San Jacinto, Santa Anna tried to draw the Texans into battle. Skirmishes continued into the late afternoon, when Santa Anna established a camp about .75 miles east of Houston's position.
In a brief skirmish at sunset, a detail of Texan cavalry almost met with disaster, stoking Houston's fears about his poorly trained, individualistic troops. As darkness fell, both armies settled into camp for the night. Houston ordered his men to eat and rest. Santa Anna, realizing that Houston's force was slightly larger, built fortifications using saddles, baggage, and anything else available, and hoped that reinforcements would soon arrive. Even though his men were exhausted, he kept them up all night on alert, believing that the Texans would attack at first light.
On April 21, dawn came with no attack and Santa Anna relaxed. At about 9 a.m. about 500 more Mexican troops arrived, to the chagrin of Houston and his men. Houston sent a small detail to destroy Vince's Bridge to delay additional Mexican reinforcements. At noon he held a council of war, at which no decision was reached.
That afternoon, Houston assembled his troops and laid out a plan of battle. The main force advanced quietly in a frontal assault, hoping for the advantage of surprise. Two other groups circled around to the left and right flanks of the Mexican camp. The Mexican troops had relaxed in the knowledge of their numerical superiority and many were eating and sleeping.
The Texans had advanced to within 200-300 yards of the Mexican position before they were discovered and the alarm sounded. The main group of Texans charged the camp, screaming, "Remember Goliad! Remember the Alamo!" A pitched battle quickly ensued, much of it hand-to-hand at the Mexican fortifications. The two other groups of Texans attacked the flanks, quickly overwhelming the Mexican camp. Houston was wounded, but fought on with his men. In less than 20 minutes, organized resistance ended, and many Mexicans were killed by revenge-driven Texans even as they tried to surrender. As the sun set to the west, the battle ended, the marshes stained scarlet with blood. Nine Texans and 630 Mexicans lay dead or mortally wounded, a tremendous defeat for the Mexican Army.
Those with medical training did their best with minimal supplies to treat the Texan and Mexican wounded. The 700 uninjured Mexican troops were disarmed and placed under guard. A small number, including Santa Anna, escaped from the battle and headed westward to the several thousand troops waiting west of the Brazos River. Houston knew that if Santa Anna was able to reunite with the main body of his army, the war would continue, so he sent out scouts to search for the escapees the next day. By noon, Houston's men had captured Santa Anna, who was disguised as a private. Santa Anna ordered his troops to withdraw from Texas, securing independence for the Republic of Texas. “
Text courtesy of Texas Parks and Wildlife Department (2013). San jacinto battleground state historic site. Retrieved from
|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 – Locate Texas on the U.S. map |NOTE: 1 Day = 30 minutes |
| |Suggested Day 1 – 5 minutes |
|Display a large map of North America. (See Teacher Resource: North America Map) |Materials |
| |Map of North America |
|Students identify the map. (The continent of North America). |Markers |
| | |
|Introduce concepts and vocabulary by using words such as: |Attachments: |
|North America is a continent surrounded by large bodies of salt water called oceans. |Teacher Resource: North America Map |
| |Teacher Resource: PowerPoint: Public Officials |
|Students locate the United States on the continent. (Note students’ ability to identify USA.) When | |
|identified, outline the USA in marker and label it THE UNITED STATES. |Purpose: |
| |The purpose of this section is to introduce students to the |
|Students locate Texas on the map. When located, outline the state of Texas in marker and label it |map of the United States focusing on the location of Texas. |
|TEXAS. | |
|Show students slide two of the Teacher Resource: PowerPoint: Public Officials |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
|Introduce concepts and vocabulary: |Instructional Note: |
|Using these maps will help us locate where some famous leaders once lived before they came to Texas. |Kinesthetic Lesson idea: Trace an outline map of USA onto |
| |butcher paper using an overhead projector large enough for |
| |class use. Do not include state lines. Cut out the U.S. |
| |outline and post. Trace and cut out TEXAS using the same map |
| |and overhead set-up. Students practice placing Texas in the |
| |correct spot on the map. Cut out all of North America and do |
| |the same with the United States. Use tape, flannel, magnets, |
| |pins, or cut out the U.S. and Texas from cloth. |
|EXPLORE/EXPLAIN – Cardinal Directions |Suggested Day 1 (continued) – 5 minutes |
|Say: |Materials: |
|We have been learning that we live in ______, which is a town/community in the state of Texas, which |Teacher Resource: Graphic Organizer Authority Figures from |
|is in the country of the United States of America. We’ve located these two areas on the map. Now, we |Lesson 2 |
|need to add something to the map – a compass rose. We need to add cardinal directions – NORTH, SOUTH,|Toy car |
|EAST, and WEST. (Review cardinal directions and draw compass rose on map. Label the directions on the| |
|map.) |Purpose: |
| |The purpose of this section is to introduce the cardinal |
|Place a toy car on the map. Illustrate that when the car moves “up,” on the map it is going North. |directions and compass rose. |
|When the car is moving to the left, it is going West. Continue this with all four cardinal | |
|directions. |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
|Continue the discussion using words such as: |Teacher Note: |
|Texas is in what part of the United States? (south or west) |Before lesson: obtain pictures of the local mayor and the |
|We will use the directions we’ve just discovered to help us learn about some very important people. |city hall to add to the PowerPoint for the community. |
|We’ve already talked about authority figures, good citizens, and leaders in our families, classrooms,|[pic] |
|schools, and community. (Complete a short review of the authority figure graphic organizer). We | |
|learned that there are many ways to contribute to the community. Now we will learn about leaders of |Many textbooks provide good information to help in teaching |
|our government in the nation, state, and community. They are called public officials. |cardinal directions. Throughout the discussions, the teacher |
| |should model statements using the TODAL strategy so students |
|Write the words “public officials” on the board. |recognize required parts of a map and learn about geographic |
|What is government? (They are the group of people who control and make decisions for a country, |concepts: |
|state, and local community.) Our public officials are those citizens who control our government. |T – Title (of the map) |
| |O – Orientation (where north is) |
|Students stand and “act out” the directions on a map, pointing up for north, down for south, right |D – Date (of the map’s creation) |
|for east, and left for west. Assist students in applying the knowledge to 2-dimensional map. |A – Author (of the map) |
| |L – Legend components and Labels |
|EXPLORE/EXPLAIN – National Public Official |Suggested Day 1 (continued) – 5 minutes |
|Display the Teacher Resource: Public Officials Chart. Note the three headings: COMMUNITY, STATE and |Materials |
|NATION. Explain that NATION is a word used in place of country or the United States of America. |Picture of the White House |
| |Picture of the president |
|Return to the class map of the United States. Locate Washington, D.C on the large class map. |Yarn/string |
| |Tape or thumb tacks |
|Label Washington, D.C., on the map and put a picture of the White House on the map along with a |Teacher Resource: PowerPoint: Public Officials (used |
|picture of the president (use yarn and push pins). Ask students to use the compass rose to determine |throughout the lesson) |
|the location of Washington D.C. as compared to Texas (North and East of Texas.) Use the toy car to | |
|demonstrate the path one would take from Washington D.C. to Texas and vice versa. |Attachments: |
| |Teacher Resource: Public Officials Chart |
|Review prior learning about physical characteristics and help students develop geography skills by | |
|asking questions such as: |Purpose: |
|Is Washington D.C. located close to any bodies of water? (Yes, it is close to the Atlantic Ocean.) |The purpose of this section is to learn about public |
| |officials, specifically the President of the United States. |
|Say: | |
|The President of the United States lives and works in Washington, D.C. |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
|Facilitate a discussion on the role of the President: |Instructional Note: |
|Commander-in-Chief of the armed forces which means he is in charge of the Army, Navy, Marines, Air |Find pictures on the internet of the White House and the |
|Force, and National Guard. |president or use the ones from the PowerPoint related to this|
|Elected leader of the country which means the citizens of the United States vote for the president. |lesson. |
|Presidential elections take place every four years. |Have students stand and act out North (up on map) and East |
|Signs and enforces laws which means after Congress approves a bill, the President must sign it to |(right on map) to add a kinesthetic facet to the learning. |
|make it a law.) |The Atlantic Ocean is on the East (right) side of the United |
| |States. |
|Use slides 4 – 7 of the Teacher Resource: PowerPoint: Public Officials to instruct students about our|How a bill becomes a law: |
|national leader, the President. |
| |A children’s book about the roles and responsibilities of the|
|Display the Teacher Resource: Public Officials Chart. |president may be read to reinforce this learning |
| | |
|Continue discussion related to the concepts and topic and fill in the graphic organizer as the | |
|students learn about the role and requirements of the president. Ask questions such as | |
|• What are the requirements of the job? (must be born in the U.S, must be at least 35 years old, and | |
|must have lived in the U.S. for fourteen years) | |
|• How do we know if the president is doing a good job? (answers may vary) | |
|• What happens if the president does not do a good job? (not re-elected, citizens might not have good| |
|quality of life) | |
| | |
|Students turn and talk about the responsibilities of the President of the United States. | |
|EXPLORE/EXPLAIN – State Public Official |Suggested Day 1 (continued) – 5 minutes |
|Next, introduce the state information, such as: |Attachments: |
|The top state official is the governor of Texas. |Teacher Resource: Public Officials Chart |
|A governor is a person who is the leader of the government of a state. | |
| |Purpose: |
|Students locate Austin, the capital of Texas, on the large class map. Again review prior geographic |Learn the location of the state capital, Austin, and the name|
|learning by asking questions such as: |of the top state official, the governor. |
|Is Austin close to a body of water? (river, lakes, but not a large body of water - the Gulf of | |
|Mexico) |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
|Label Austin, on the map and put a picture of the State Capitol on the map, along with a picture of | |
|the governor. Guide students to use the compass rose to determine the location of Austin, TX. | |
|(Southern United States) Ask questions such as: | |
|Where is Texas in relation to Washington, D.C.? (west and south) Students stand and act out the | |
|relationship of Texas to Washington, D.C. (point left and say WEST and down and say SOUTH) | |
| | |
|Students turn and talk to a partner about the responsibilities of the office of Governor of Texas. | |
| | |
|Show slides 8-10 from the Teacher Resource: PowerPoint: Public Officials, and add state information | |
|to the graphic organizer. | |
|EXPLORE – Our community |Suggested Day 1 (continued) – 5 minutes |
|Next, teach the community’s information. |Attachments: |
| |Teacher Resource: PowerPoint: Public Officials |
|Use the Teacher Resource: Public Officials Chart and Teacher Resource: PowerPoint: Public Officials |Teacher Resource: Public Officials Chart |
|(slides 11-13). After each section, fill in the graphic organizer as the students learn about the | |
|roles of each public official. |Purpose: |
| |The purpose of this section is to learn the location of the |
|Students locate the local community on the large class map. |local community and the name of the local public official. |
|Ask questions such as: | |
|Is it close to a body of water? (answers vary) |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
|Label the local community on the map and put a picture of the city hall on the map along with a |Instructional Note: |
|picture of the mayor of your community. Guide students to use the compass rose to determine the |Make sure to insert pictures of local mayor and city hall |
|location of the local community in relation to Austin, TX. |prior to lesson. |
| | |
|Students turn and talk to a partner about the responsibilities of the mayor of the community. Use | |
|words/questions such as | |
|What are the duties of the mayor? (oversees local government) | |
|How do you know if the mayor is doing a good job? (the local government runs smoothly, and the people| |
|of the community have access to public works, such as water, sewer, trash, transportation, etc.) | |
|What happens if the mayor does not do a good job? (local government does not run smoothly, tasks are | |
|not accomplished for the good of the citizens, the local community does not thrive) | |
|EXPLAIN |Suggested Day 1 (continued) – 5 minutes |
|Facilitate a discussion using the Key Understandings and Guiding Questions: | |
|— What is government? | |
|— Who are the leaders of local government, state government, and national government? | |
|— What are the jobs of government leaders? | |
|— How do leaders get their jobs? | |
|— How do leaders influence the community? | |
| | |
|Students turn and talk about all three jobs (city mayor, the governor, and the President) and then | |
|participate in a vote to determine which job they think as a class would be the most difficult or | |
|which job they would most want to have. | |
|ENGAGE – Who Am I? |Suggested Day 2 – 5 minutes |
|Review the graphic organizer and map with information regarding public officials by having students |Materials: |
|take turns reading descriptions of public officials. (If desired, use the Teacher Resource: Who Am I?|Graphic organizer from Day 1 |
|Samples and/or Handout: Roles and Responsibilities.) | |
| |Attachments: |
|Students confirm his/her role with information from the graphic organizer. |Teacher Resource: Who Am I? Samples |
| |Handout: Roles and Responsibilities (optional) |
| | |
| |Instructional Note |
| |If desired, use the Handout: Roles and Responsibilities. |
|EXPLORE – Historical figures |Suggested Day 2 (continued) – 20 minutes |
|Introduce the idea of influential leaders from the local community. Explain that there have been many|Materials: |
|people who lived in the past and influenced the community, state, and nation today. Explain that the |Picture books on Sam Houston to read aloud (optional) |
|class is going to explore people from the past that have influenced our community, the state of |Picture books on Abraham Lincoln to read aloud (optional) |
|Texas, and the United States. We will also study the roles they played in developing the community, |Information about a local good citizen and leader (perhaps |
|state of Texas, and our nation. |someone after whom a street, building, park, or other place |
|Introduce a local good citizen and leader - perhaps a person that the community or school was named |has been named). |
|after (or street or building, etc.). Provide an important fact about that person. Display a | |
|photograph and information about this person, perhaps written on chart paper or in a PowerPoint. |Attachments: |
|(Include, for example, information on why the street or building was named after him/her.) |Teacher Resource: Sam Houston |
| |Teacher Resource: Abraham Lincoln |
|Introduce Sam Houston and give details of his influence on the development of the State of Texas. | |
|Read a picture book about Sam Houston and/or say: |Purpose: |
|Sam Houston moved from Tennessee to Texas. At that time, Texas was part of Mexico. Sam Houston was |The purpose of this section is to; learn about people in the |
|one of the elected officials who thought that Texas should become independent and not belong to |past who were positive influences on our community, state, |
|Mexico any longer. He was soon in charge of the Texas Army. |and nation. |
|Sam Houston led a famous battle, the Battle of San Jacinto. During this battle, Mexico was defeated.| |
|San Jacinto Day is celebrated on April 21st as the end of the Texas Revolution when General Santa |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
|Anna was defeated. | |
|Sam Houston was elected President of the Republic of Texas. Later, when Texas became a state, he was |Instructional Note: |
|a Senator to the U.S. Congress, and he was later elected Governor of Texas. Sam Houston was a state |For information on the local good citizen and influential |
|public official. |person, contact the historical society or local museum, find |
| |newspaper archives, or contact a local elderly person who |
|Students have learned (in previous lessons and courses) about Abraham Lincoln as a good citizen |might be able to share historical information regarding the |
|believed in truthfulness, justice and equality. Reintroduce Abraham Lincoln in this lesson by giving |person and his/her contributions to the community. |
|details of his influence during the Civil War on the development of the United States as we know it | |
|today. |Check the Social Studies textbook for information on Lincoln |
|We have learned about Abraham Lincoln in previous lessons. We learned that Lincoln was a good |and Houston. When you are locating information on the |
|citizen. He was truthful and believed that all people were created equal. |historical figures, focus on gaining information regarding |
|Abraham Lincoln was born in Illinois. His family was poor, but he taught himself a great many things|their American ideals of individualism, inventiveness, and |
|by reading books he borrowed. When he grew older, he became a lawyer and eventually was elected to |freedom. One example is Sam Houston’s decision to live with |
|the United Stated Congress. |the Cherokee Indians to learn their language and customs, as |
|Abraham Lincoln was elected President of the United States. He was a public official. When he was |well as his leadership in the war to free Texas from Mexico |
|elected, there was a big disagreement in our country. The people from the southern states wanted to |and become independent. |
|own slaves. The people from the northern states thought slavery was wrong. The country fought a war | |
|over this disagreement. The war was called the Civil War. Abraham Lincoln worked very hard as | |
|president to bring the country together after the war was over. Slavery was abolished in the United | |
|States. | |
| | |
|Read a picture book about Abraham Lincoln to strengthen students’ knowledge of his role as a public | |
|official. | |
|EXPLAIN – Graphic Organizer: Add Houston and Lincoln |Suggested Day 2 (continued) – 5 minutes |
|Students work together in groups of 3 or 4 to determine where they could add Sam Houston and Abraham | |
|Lincoln to the Public Officials Graphic Organizer. | |
|As students are talking, the teacher circulates around the room listening to conversations, checking | |
|students’ understanding, and redirecting as needed. | |
| | |
|Students share their thoughts with the whole class. Teacher adds this new information to the class | |
|graphic organizer. | |
|EXPLORE – Locate places on maps |Suggested Day 3– 15 minutes |
|Distribute an outline map of the United States to each student (Handout: Map of the United States). |Attachments: |
|Allow time for students to examine maps. |• Handout: Map of the United States |
| | |
|Review geography skills using activities such as: |Purpose: |
|Locate where Sam Houston is from on the large class map. He is from Virginia. (Model location of |The purpose of this section is to use map skills to follow |
|Virginia and help students outline or color Virginia on their map.) He also lived in Tennessee. |Sam Houston’s journey to Texas and Abraham Lincoln’s journey |
|(Model location of Tennessee and help students outline or color Tennessee on their map.) |to Illinois. |
|Students draw a route from Virginia to Tennessee to Texas and describe each step using cardinal | |
|directions. |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
|Describe the location of Austin in relation to the local community, to Virginia, and to Tennessee. | |
|Use the toy car to visually demonstrate what it would look like to go from Austin to Virginia, from |Instructional Note: |
|Virginia to Tennessee, and vice versa. |Use push pins and string to label Virginia, Tennessee, |
| |Kentucky, and Illinois. Model TODAL statements as you |
|Continue reviewing geography skills by asking questions and leading activities. |proceed. Also, have students “act out” either physically or |
|Are Tennessee and Virginia close to a body of water? (Tennessee, no. Virginia, yes) |by tracing directions on a personal map of the United States.|
|What direction did Houston travel to get to Texas? (Southwest) | |
|Where is Texas in relation to Virginia and Tennessee? (Texas is south and west of Virginia and | |
|Tennessee.) | |
| | |
|Repeat the process for Abraham Lincoln moving from Kentucky to Illinois. | |
|Is Kentucky close to a body of water? Is Illinois? (Yes, Lake Michigan – fresh water, not an ocean – | |
|and Mississippi River). | |
|When Lincoln was elected president, he traveled by train from Illinois to Washington, D.C. What | |
|direction did he travel to get to Washington, D.C.? | |
| | |
|Repeat process for the person in the local community on whom you are focusing (school/town namesake | |
|or other.) | |
|EXPLAIN – Identify states on maps |Suggested Day 3 (continued) – 10 minutes |
|Post the large cut out shapes of Texas, Tennessee, Virginia, Kentucky, and Illinois so students can |Materials |
|see the shapes of the states. |Cut-out shapes of Texas, Tennessee, Virginia, Kentucky, and |
| |Illinois |
|Students work in groups of 4 or fewer to identify the states using the wall map and posted state |Handout: Map of the United States used above |
|shapes. | |
| |Purpose: |
|Students color the states on their small maps and then complete the legend, indicating the color used|Use map skills to locate and identify the states. |
|for each state. They also add the directions to the compass rose. | |
| |TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B |
| | |
| |Instructional Note: |
| |Demonstrate this using one state shape to ensure students |
| |success completing this task. |
|ENGAGE – Review prior learning |Suggested Day 4 – 5 minutes |
|1. Facilitate a discussion using the Key Understandings and Guiding Questions: | |
|— What roles did Sam Houston and Abraham Lincoln play in their communities? | |
|— How did Sam Houston influence the state of Texas? | |
|— How did Abraham Lincoln influence the United States? | |
|— How did these historical figures act as good citizens? | |
|EVALUATE – Determine mastery |Suggested Day 4 (cont’d) – 25 minutes |
|Draw a picture that illustrates the role of a local or state official. Orally describe the role of |Materials: |
|the public official in a sentence. (1.12A, 1.12B, 1.18A,1.18B) [pic]1F; 3E |Paper, white drawing paper |
[pic][pic][pic]
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