Individuals Influence Future Generations
|Lesson Synopsis: |
Students look closely at historical people who were first to make discoveries or create inventions or innovations that changed communities at that time, now, and in the future, focusing also on local heroes who are good citizens and first responders. Students make use of technology as a resource for research, to summarize and write what is learned, and place information into a timeline format.
TEKS:
|3.1 |History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is|
| |expected to: |
|3.1A |Describe how individuals, events, and ideas have changed communities, past and present. |
|3.1C |Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to |
| |the expansion of existing communities or to the creation of new communities. |
|3.11 |Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The |
| |student is expected to: |
|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. |
|3.14 |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. |
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. |
|3.18 |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. |
|Getting Ready for Instruction |
|Performance Indicator(s): |
• Create a vertical illustrated timeline that plots individuals and the time frame on the left side and their contributions on the right side. Select one individual that you believe was the most influential leader to past and current societies and justify in a short paragraph. (3.1A; 3.11B; 3.14A; 3.17A, 3.17B; 3.18B)
[pic] 1A, 1F
|Key Understandings and Guiding Questions: |
• Las personas pueden influir en las sociedades actuales y futuras.
— ¿Cómo las personas cambian las comunidades al ser los primeros con sus innovaciones, inventos o descubrimientos?
— ¿Cómo las personas, eventos e ideas han cambiado a las comunidades?
— ¿Quiénes son las personas, de la historia o contemporáneas, que han sido ejemplo de buen civismo?
— ¿Cuáles son los actos heroicos de los héroes del estado y los héroes nacionales?
|Vocabulary of Instruction: |
• contribución
• influencia
• civismo
• intercambio cultural
|Materials: |
• Refer to the Notes for Teacher section for materials.
|Attachments: |
• Handout: Cultural Exchange Questionnaire (1 per student)
• Teacher Resource: Christopher Columbus Story
• Teacher Resource: Helen Keller Story
• Teacher Resource: Ruby Bridges Story
• Handout: Venn Diagram of Helen Keller and Ruby Bridges (1 per student)
• Teacher Resource: Venn Diagram of Helen Keller and Ruby Bridges KEY
• Teacher Resource: Phillis Wheatley Story
• Teacher Resource: James Lovell Story
• Teacher Resource: Ellen Ochoa Story
|Resources and References: |
• Columbian Exchange (search internet for information on the Columbian Exchange)
• Local and school library
• Local newspapers
|Advance Preparation: |
1. Become familiar with content and procedures for the lesson, including the people in the lesson, events in the community and leaders and first responders in the community.
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. Prepare materials and handouts as needed.
|Background Information: |
Teachers must know the qualities of a good citizen from the TEKS. Because so much of the 3rd grade course has to do with social studies concepts at work in the local community, it is essential that events and leaders of the community, first responders of the community, and history of the community be included in instruction. Information about topics such as when local businesses and restaurants (cultural exchange) were developed in the community can be helpful. This information is often available from the local chamber of commerce, the library, or local historical society.
Read the stories about people that are provided and learn more information about each person for background. Include examples form the local community as well.
|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 – Exchanging Culture Changes Communities |NOTE: 1 Day = 50 minutes |
| |Suggested Day 1 – 30 minutes |
|Begin a discussion of favorite foods to make a connection between foods and cultures. |Attachments: |
| |Handout: Cultural Exchange Questionnaire |
|To access prior information, distribute the Handout: Cultural Exchange Questionnaire for | |
|students to fill out. |TEKS: 3.1A, 3.1C, 3.11B, 3.14A, 3.15A, 3.17A, 3.17B, 3.18B |
| | |
|Using information from the questionnaire, students discuss how their community has changed | |
|over time. (Teacher guides the discussion toward information on how the community has | |
|changed over time. Information on how the community and businesses have changed over time is| |
|usually available from the chamber of commerce, or local library, or historical center.) | |
| | |
|If possible, find out the first restaurant in the community and also research how many years| |
|several of the restaurants have been in your community. | |
| | |
|Discuss how the community has changed over time, even just based on restaurants and eating | |
|out. | |
|EXPLORE – The Columbian Exchange |Suggested Day 1 (continued) – 20 minutes |
|Teacher reads aloud the story of Christopher Columbus and the Columbian Exchange. |Materials: |
| |map showing the voyages of Christopher Columbus |
|Students compare maps of Columbus’s voyage and a map of the ocean currents to see how the |map of the ocean currents |
|currents influenced where Columbus sailed and landed. |information on the Columbian Exchange |
| |graphic organizer or note-taking handout (optional) |
|Students track, record and compile information about Christopher Columbus using technology | |
|and the Internet, books and other resources about the Columbian Exchange. |Attachments: |
| |Teacher Resource: Christopher Columbus Story |
|Students record information and sources. |TEKS: 3.1C; 3.17B |
| |Instructional Note: |
| |Provide research resources including the internet for students to |
| |uncover more information about Christopher Columbus. |
| |Teacher may provide a graphic organizer or note-taking handout for the|
| |students to track and record information. |
|EXPLAIN – Columbus Changed Communities |Suggested Day 2 – 50 minutes |
|Students categorize information gleaned from research into categories on a chart. |Materials |
| |Newspaper article lead paragraphs to illustrate the 5Ws |
|Using the information, students work in small groups to design a newspaper writing stories |TEKS: 3.1C; 3.17A, 3.17B |
|chronicling the history of Christopher Columbus and the Columbian Exchange and how |Instructional Note: |
|Christopher Columbus changed communities.. |Introduce, explain, and practice the “who, what, when, where, why,” or|
| |5Ws, of writing a newspaper article. Show examples from the local |
|In the reporting, students include ways Christopher Columbus changed the communities where |newspaper to help students see the formation of the lead and the 5Ws. |
|he landed, both then and now. |Before writing, students could brainstorm ideas for factual articles. |
| | |
|Students make use of computer technology to make their final newspaper look authentic. | |
|EXPLORE – Good Citizens Change Communities |Suggested Day 3 – 30 minutes |
|Students discuss and compare Teacher Resource: Helen Keller Story and Teacher Resource: Ruby|Attachments: |
|Bridges Story, focusing on the challenges each had, the solutions they found, their lasting |Teacher Resource: Helen Keller Story |
|legacy, and their characteristics of good citizenship. Review the list of the qualities of a|Teacher Resource: Ruby Bridges Story |
|good citizen. Decide which characteristics from the anchor chart each one of them practiced.|Handout: Venn Diagram of Helen Keller and Ruby Bridges |
| |Teacher Resource: Venn Diagram of Helen Keller and Ruby Bridges KEY |
|Students create a comparison of the two women using Handout: Venn Diagram of Helen Keller | |
|and Ruby Bridges. Model the thinking and then complete the Venn Diagram with students |Instructional notes: |
|working individually, in pairs, or contributing to a class chart. |Using a document camera to show the Ruby Bridges and Helen Keller |
| |stories, or providing individual student copies can help students |
|Create a vertical time line. Write the dates and names on the left side and the individuals’|follow along and retain information. |
|main contributions or achievements on the right side. This can be done as a class, in small |Teacher reviews information about Helen Keller and Ruby Bridges with |
|groups, or individually. |the students by reading the stories about each. Remind the students |
| |that Helen and Ruby were both little girls that were both good |
| |citizens. They lived at different times from each other. |
| |Characteristics of a good citizen: |
| |TRUTH |
| |JUSTICE |
| |EQUALITY |
| |RESPECT |
| |RESPONSIBILITY |
| |PARTICIPATE IN GOVERNMENT |
|EXPLAIN – Good Citizenship |Suggested Day 3 (continued) – 10 minutes |
|Students imagine a conversation between Helen Keller and Ruby Bridges. |Instructional Note |
| |An extension idea could be to videotape the conversations students |
|Record in a dialogue what the two women might say to one another about their life and the |create and then place them in a center where students can share them |
|importance of being a good citizen. |with the class. |
|ELABORATE – Good Citizenship |Suggested Day 3 (continued) – 10 minutes |
|Students answer the following: | |
|How do individuals change communities by being first with their innovations, inventions, or | |
|discoveries? | |
|How have individuals, events and ideas changed communities? | |
|Who are historical and contemporary individuals who exemplify good citizenship? | |
| | |
|EXPLORE – Good Citizenship |Suggested Day 4 – 20 minutes |
|Read aloud the Teacher Resource: Phillis Wheatley Story. |Attachments: |
| |Teacher Resource: Phillis Wheatley Story |
|Students discuss reactions to her story and discuss what it means to be the “first” to do | |
|something. Record information using a graphic organizer such as 2-column note format. | |
| | |
|Students contribute to a discussion about how Phillis Wheatley was participating in | |
|government. | |
|EXPLAIN – Leaders Influence Communities |Suggested Day 4 (continued) – 20 minutes |
|Students read newspaper articles or interviews in order to discuss examples of important |Materials: |
|events that are happening in their community today. Create a class list of important events |newspaper articles or interviews from the local community reflecting |
|in the community. |important events that are happening in the community (or neighboring |
| |communities), state, and nation |
|Students point out particular people they believe are leaders who have influence in their |TEKS: 3.1C; 3.11B; 3.18B |
|local community today based on those events, such as Phillis Wheatley did in George |Instructional Note: |
|Washington’s time. Create a class list of leaders who influence important events in the |The teacher may choose to display or actually mail a positive poem to |
|community today. |a community leader. |
| | |
|Students write poems reflecting their own ideas about those current events that are | |
|affecting their community today. | |
| | |
|Send student poems to a leader or person of influence in the community. | |
|ELABORATE – Positive Influence on Communities Today |Suggested Day 4 (continued) – 10 minutes |
|Learn about another modern day person who has made a positive influence on communities | |
|today. | |
|EXPLORE – Heroic Deeds and Citizens Who Are First |Suggested Day 5 – 30 minutes |
| |Materials |
|Review the information by reading Teacher Resource: James Lovell Story and Teacher Resource:|pictures or articles about first responders |
|Ellen Ochoa Story and discuss the importance of people who are willing to be the first | |
|explorer or innovator. What was their most important contribution? |TEKS: 3.1C; 3.14A |
| |Attachments: |
|Students research first responders in the community to find out about local heroes who are |Teacher Resource: James Lovell Story |
|willing to be first in a fire, or first to help in an emergency. What is their most |Teacher Resource: Ellen Ochoa Story |
|important contribution? | |
| | |
|Discuss the bravery and citizenship required to be willing to be one of the “first” to do | |
|something. | |
|EXPLAIN – First Responders Are Our Good Citizens |Suggested Day 5 (continued) – 20 minutes |
|Using information from their research, students select a local “first responder” as their |TEKS: 3.18B |
|focus and write short story about the local first responder. | |
|ELABORATE – Bringing it all Together |Suggested Day 6 – 15 minutes |
|Facilitate a discussion to summarize students learning. Encourage students to use what they |TEKS: 3.1A, 3.11B, 3.14A, 3.17A, 3.17B, 3.18B |
|have learned to answer the guiding questions and provide statements in support of the Key | |
|Understanding. | |
|Individuals may influence current and future societies. | |
|How do individuals change communities by being first with their innovations, inventions, or | |
|discoveries? | |
|How have individuals, events and ideas changed communities? | |
|Who are historical and contemporary individuals who exemplify good citizenship? | |
|What are heroic deeds of state and national heroes? | |
|EVALUATE |Suggested Day 6 (continued) – 35 minutes |
|Create a vertical illustrated timeline that plots individuals and the time frame on the left| |
|side and their contributions on the right side. Select one individual that you believe was | |
|the most influential leader to past and current societies and justify in a short paragraph. | |
|(3.1A; 3.11B; 3.14A; 3.17A, 3.17B; 3.18B) | |
|[pic]1A, 1F | |
[pic]
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