How Can Good Citizens Help Our Community?



Lesson Synopsis:Students continue to learn about historical figures who were good citizens. The figures studied in this lesson, W.E.B. DuBois and Amelia Earhart, also exhibited a love of individualism and inventiveness, qualities that Americans value. Students will also learn about the historical progression of Thanksgiving as a holiday.TEKS:2.1History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:2.1AExplain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.2.4History. The student understands how historical figures and other individuals helped shape the community, state, and nation. The student is expected to: 2.4BIdentify historic figures such as Amelia Earhart, W.E.B. DuBois, Robert Fulton and George Washington Carver who have exhibited a love of individualism and inventiveness.2.13History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:2.13AIdentify 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. 2.13BIdentify historical figures such as Paul Revere, Abigail Adams, Women Air Force Service Pilots (WASPs) of WWII, and Navajo Code Talkers and Sojourner Truth who have exemplified good citizenship.Social Studies Skills TEKS: 2.18Social 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:2.18AObtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.2.18BObtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts.2.18Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 2.19BCreate written and visual material such as stories, poems, maps, and graphic organizers to express ideas. Getting Ready for InstructionPerformance Indicator(s):Write a headline and a brief newspaper article giving an explanation of how a good citizen has impacted the community. (2.1A, 2.13AB, 2.18AB) 2.2D; 2.2E; 2.5BKey Understandings and Guiding Questions:Las decisiones de los buenos ciudadanos cambian comunidades.?Quiénes son algunos personajes históricos que han mostrado ser buenos ciudadanos??Qué decisiones tomaron??Cómo sus decisiones son ejemplo de buen civismo??Cómo sus decisiones cambiaron comunidades??Qué hace a un buen ciudadano?Vocabulary of Instruction:buen ciudadanocomunidadperegrinoMaterials: Refer to the Notes for Teacher section for materials.Attachments:Handout: W.E.B. DuBoisTeacher Resource: Helping Hands (optional)Teacher Resource: PowerPoint: Amelia Earhart Handout: Note Taking OrganizerHandout: Thanksgiving Timeline (1 per student, cut apart)Handout: First Thanksgiving Primary SourceResources and References:None identifiedAdvance Preparation:Become familiar with content and procedures for the lesson, including W.E.B. DuBois, Amelia Earhart, and local innovators and individualists who have influenced the community.Refer to the Instructional Focus Document for specific content to include in the lesson.Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.Collect books and websites about Amelia Earhart and W.E.B. DuBois.Research information about local innovators and individuals who have influenced the community. Prepare information to present. Include newspaper articles where possible.Preview available resources and websites according to district guidelines.Prepare materials and handouts as needed.Background Information:W.E.B. DuBois was a co-founder of the NAACP, a civil rights activist, the first African American to earn a doctorate from Harvard University, a writer, and a college professor. Amelia Earhart was a record-breaking pilot, an advocate for women’s education and career development, and a published author.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 ProceduresInstructional ProceduresNotes for TeacherENGAGE – InnovatorNOTE: 1 Day = 50 minutesSuggested Day 1 – 15 minutesAsk the class what an innovator is. Allow students to guess at the meaning of innovator.Students look for the meaning of the word in the dictionary, glossary, and in online dictionaries and share the definitions with the class.As a class, construct a kid-friendly definition of the word innovator. Record this on the board.Distribute manila paper.Students fold the paper into four equal parts.In the first rectangle, students record the kid-friendly definition.In the next rectangle, students construct a sentence using the word innovator such as: Steve Jobs was an innovator in the world of computers. Or: Jon Scieska is an innovator in children’s books. A local example would be an excellent choice.In the bottom left rectangle, students draw an example of someone being an innovator, or doing something in a new way.In the bottom right rectangle, students draw a non-example. This illustration should show someone doing something in an old way, such as someone cutting grass with a push mower instead of one with an engine.Materials:dictionariesmanila paperInstructional Note:Make sure to use the internet in accordance with district policy.An innovator is someone who does something new, or is the first to do something.Be sure to model the vocabulary activity for students, demonstrating how to record the definition, write the sentence, draw the picture, and draw a non-example. 1st grade students may have difficulty with the concept of “non-example. Scaffold that concept for them as appropriate.EXPLORE – Innovative Good CitizensSuggested Day 1 (continued) – 20 minutesReview historical figures studied so far this year from the perspective that they were good citizens and innovators whose choices and actions changed communities (See TEKS Clarification Documents and IFD).Students, in pairs or small groups, recall what they have learned about a historical figure who was a good citizen and whose innovative ideas and choices changed communities. If desired, distribute index cards to groups with the names of people studied.Facilitate a discussion where pairs or small groups share their ideas.Instructional Note:People studied so far this year include:Thurgood Marshall (unit 1)Irma Rangel (unit 2)John Hancock (unit 3)Paul Revere (unit 3)Abigail Adams (unit 1)Sojourner Truth (unit 1)EXPLAIN – Innovative Good Citizen ConversationsSuggested Day 1 (continued) – 15 minutesStudents choose one historical figure and pretend to be that person. (Provide students with choices based on historical figures they have studied in this lesson or in previous lessons.)Form small groups of 3 or 4 where students are different historical figures.The historical figures then have a discussion using sentence stems such as:I am ____________.A choice I made that changed my community was _______________________________.This was a hard choice, but __________________.My choice changed my community by ___________.I am a good citizen.EXPLORE – W.E.B. DuboisSuggested Day 2 – 35 minutesIntroduce this section of the lesson by telling students that they will be learning about an innovator. (An innovator is someone who does something new, or is the first to do something.) Ask the students if they can think of anyone that they have learned about who is an innovator.Provide each student with a copy of the Handout: W.E.B. Dubois or project it for students to see.Read the short biography as a class.If other materials are available, allow students time to look at books and websites about Dr. DuBois.Provide each student with a blank piece of copy paper.Students carefully trace their hand, or teachers may use the Teacher Resource: Helping Hands (optional.)Label the first finger as who. Ask: Who did you read about? (Students provide responses and record the answer: W.E.B DuBois)Label the second finger as when. Ask: In what year was DuBois born and in what year did he die? (Students provide response and record the answer: born in 1868 and died in 1963.)Label the third finger where. Ask: DuBois was the first African American to receive a doctorate degree from which university? (Students provide responses and record the answer: Harvard.)Label the fourth finger what. Ask: How did DuBois contribute to his community as a good citizen? (Students provide responses and record one of the following answers: first African American to get a doctorate, founding the NAACP, working for civil rights, and being a professor.)Label the fifth finger why. Ask: What makes Dr. DuBois an innovator. (Students provide responses and record answers that may include him being the first African American to earn a doctorate from Harvard or fighting for Civil Rights long before others.)Materials:books and information about W.E.B DuBoispaperAttachments:Handout: W.E.B. DuBois (1 per student or 1 to display)Purpose:Students learn about W.E.B. Dubois and look at his work as an innovator and a good citizen.TEKS: 2.13A, 2.18B, 2.19BInstructional Note:Students will need to trace their hands with their fingers spread widely apart in order for them to have enough room to write inside the “fingers.” Teachers may choose to use the Teacher Resource: Helping Hands (optional) rather than ask students to trace their own hand for this activity.EXPLAIN – W.E.B. DuBoisSuggested Day 2 (continued) – 15 minutesStudents talk and turn with a partner to share information gained about W.E.B. DuBois.EXPLORE – Amelia EarhartSuggested Day 3 – 50 minutesShow newspaper headlines and articles about Amelia Earhart.Read aloud a grade level appropriate book about Amelia Earhart (fiction or nonfiction).Discuss how to find valid information and sources. Include in the discussion primary and secondary sources and valid sources such as the Library of Congress.Show the Teacher Resource: PowerPoint: Amelia Earhart.Students carefully trace their hand, or teachers may use the Teacher Resource: Helping Hands (optional.)Label the first finger as who. Ask: Who was the PowerPoint about? (Students provide responses and record the answer: Amelia Earhart.)Label the second finger as when. Ask: In what year was Earhart born and in what year did she die? (Students provide response and record the answer: born in 1897 and died in 1937.)Label the third finger where. Ask: Where did Earhart want to fly here plane? (Students provide responses and record the answer: around the world.)Label the fourth finger what. Ask: What accomplishments did Earhart have? (Students provide responses and record one of the following answers: first woman to fly a plane across the Atlantic Ocean.)Label the fifth finger why. Ask: What makes Earhart an innovator? (She proved women were brave and could fly planes. Her success helped the WASP possible during WWII.)Materials:information on Amelia Earhartbooks about Amelia Earhartnewspaper articles about Amelia Earhart, including those available through the Project Share Content Repository (New York Times archives) Attachments:Teacher Resource: PowerPoint: Amelia EarhartTeacher Resource: Helping Hands (optional)Purpose: Students learn about Amelia Earhart as an innovator and a good citizen.TEKS: 2.13A, 2.18AB, 2.19BInstructional Note:Students will need to trace their hands with their fingers spread widely apart in order for them to have enough room to write inside the “fingers.” Teachers may choose to use the Teacher Resource: Helping Hands (optional) rather than ask students to trace their own hand for this activity.EXPLAIN – Amelia EarhartSuggested Day 4 – 20 minutesReview the “helping hand” chart that was completed on Day 2.Write the sentence stems on the board: Amelia Earhart was an innovator because…She influenced the community by …Students complete this sentence and write two more sentences about Amelia Earhart.Students illustrate their sentences with a picture that helps the reader know more about Amelia Earhart.Materials:drawing paperPurpose: Students will have the opportunity to explain what they have learned about Amelia Earhart.TEKS: 2.4B, 2.13A, 2.18B, 2.19BEXPLORE – Geography of the InnovatorsSuggested Day 4 (continued) – 20 minutesProvide each student with a blank map of the U.S.Have students title the map: W.E.B. DuBois and Amelia Earhart.Students place a capital E for equality in New York City. This is where W.E.B. DuBois co-founded the NAACP.Students draw a graduation cap on Massachusetts. Harvard University is located in Massachusetts and this is where Dr. DuBois earned his doctorate.Next, students draw an apple in Atlanta. In Atlanta, Dr. DuBois was a college professor or teacher.Students label Atchison, KS, with an A for Amelia. This is where Amelia was born.Students label Indiana with a capital P. This is where Purdue University is. Ms. Earhart worked at Purdue University and her archives are there.On Hawaii, students to draw a small airplane. Ms. Earhart was the first pilot to fly solo from Hawaii to California.Place a star on Washington, D.C. Both Amelia Earhart and W.E.B. DuBois visited our nation’s capital, Washington, D.C.Add appropriate map elements (TODAL) as needed to complete the map.As a class, review other maps created this year and see if any of them have locations in common.Discuss any commonalities.Materials:blank map of the U.S.atlases or a projectable mapmap pencilsprevious U.S. maps the students have labeledPurpose:Students review some of the important locations in the lives of the historical figures as well as practice their geography skills.TEKS: 2.4B, 2.19BInstructional Note:When using maps, support student learning about map elements by ensuring maps include TODAL (title, orientation, date, author, labels and legend). If all pieces are not on a given map, students should add them.EXPLAIN – Geography Skills ReviewSuggested Day 4 (continued) – 10 minutesStudents, in pairs, review their geography skills. Lead and model the following tasks:Trace the borders of the United States and state, “This is the United States.”Trace the borders of Texas and state, “This is Texas.”Point to Washington, D.C. and state, “This is Washington, D.C. It is the capital of the United States, our nation.”Point to the map elements (TODAL), name them, and state that “All maps should include a title, compass rose, date, author, and labels and a legend.”Add other instructions as appropriate and depending on prior learning and map used.Students share with one another at least one more piece of information that can be gained from interpreting the map.Introduce the idea that there are innovators in the local community who act as good citizens and change the community.Brainstorm some ideas of local people.For homework, students continue the brainstorm about local people who are innovators, good citizens, and who changed the community.EXPLORE – Local InnovatorsSuggested Day 5– 35 minutesPresent information about local innovators and individuals who have influence the community.Students gain knowledge of local innovators by noting information on a graphic organizer such as the one in the Handout: Note Taking Organizer.Facilitate a discussion where students discuss the innovators presented during class and add their own information, especially addressing the guiding questions and providing evidence to support the key understanding.The choices of good citizens change communities.Who are some historical figures who have exhibited good citizenship?What choices did they make?How did their choices exemplify good citizenship?How did their choices change communities?What makes a good citizen?Materials:information about local innovatorsnewspaper articles about local innovatorsAttachments:Handout: Note Taking OrganizerInstructional Note:If possible, invite a local innovator to visit the class and discuss innovation, good citizenship, and influence on the community.EXPLAIN – Local InnovatorsSuggested Day 5 (continued) – 15 minutesStudents think about the innovators they have learned about, including information about how they acted as good citizens and how they influenced the community.ELABORATE – Thankful to be AmericansSuggested Day 6 – 30 minutesTo close this portion of learning and prepare students for the next, tie prior learning about individuals and American values together by facilitating a discussion that includes questions such as:What do Americans value? What are Americans thankful for in the way our country is designed? (freedom; individualism; inventiveness and innovation; our Constitution, which provides high ideals and a way to achieve them – we the people, amendment, voting, voice of minorities is heard)How did W.E.B. DuBois exhibit characteristics that Americans value? (2.13A: 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; individualism and inventiveness)How did Amelia Earhart exhibit characteristics that Americans value?How did other people we have studied exhibit characteristics Americans value? (Paul Revere, Abigail Adams, Women Air Force Service Pilots (WASPs) of WWII, and Navajo Code Talkers and Sojourner Truth)How did individuals we have studied change communities?A chart such as the one in the Notes for Teacher section can be used to capture student ideas.Instructional Note:Address Thanksgiving as a significant cultural celebration and an opportunity to revisit some of the ideas and ideals that are worth fighting for and defending.IndividualGood Citizen CharacteristicHow changed communityEXPLORE – Thanksgiving TimelineSuggested Day 6 (continued) – 20 minutesStudents think of one thing they know about Thanksgiving. After a few moments to think, students share their thoughts with a partner. After both partners have a chance to share, students contribute to a class discussion about Thanksgiving, including traditions and customs, purpose for celebrating, etc. Provide each student with a copy of the Handout: Thanksgiving Timeline.Introduce the activity with words such as:Some Thanksgiving traditions are new and some Thanksgiving traditions have been around for a very long time.Read the entries on the timeline handout aloud. If students cut the strips apart themselves, point out that the entries are printed in their wrong order.In groups of four, students create a timeline with the entries in the proper time order. If desired, provide scissors so students can cut out their entries.Students post their work when they have the entries in the correct order.Materials:scissors (optional)glueconstruction or manila paperAttachments: Handout: Thanksgiving Timeline (1 per student, cut apart)Purpose:Students briefly look at Thanksgiving’s history as a patriotic holiday.TEKS: 2.1A, 2.19BMISCONCEPTION:Students have many misconceptions about Thanksgiving, from the food served to the clothing worn. Check the accuracy of any Thanksgiving materials you are sharing with your students.ELABORATE – Comparing Thanksgiving TraditionsSuggested Day 7 – 30 minutesTo introduce the idea of comparing Thanksgiving traditions, allow students to speculate on what the first Thanksgiving was like.Read excerpts from the Teacher Resource: First Thanksgiving Primary Source, which is a transcript of a letter from Edward Winslow in Plymouth, dated Dec. 21st, 1621 to George Morton in England, giving an original account of the Pilgrim Thanksgiving.Students look for similarities in the original celebration (what people celebrated, what they ate, etc.) and differences (what they ate, how long the celebration lasted, etc.).Model creating a Venn diagram to compare Thanksgiving celebrations then and now.Divide students in pairs. Provide each pair with a large piece of manila paper and a paper plate.Model for students how to draw a Venn diagram using the paper plate as template.Have each partner label one circle with their name. Then have students label the Venn diagram as Thanksgiving traditions.Explain to students that they will be looking for three things that are the same and three things that are different. Offer students some examples such as: some families eat ham for Thanksgiving; other families eat turkey. Some families stay home for Thanksgiving; other families travel to visit relatives.Give students a few moments to discuss their family’s Thanksgiving.After both partners have had a chance to share, ask students to label differences in the outside of the Venn and similarities in the middle. It might help to label the intersecting part of the diagram as SAME and the outside parts of the diagram as DIFFERENT.As students finish, encourage them to share what they have discovered with other groups.When all the groups have finished, gather the class back together. Allow students to share what the traditions that they have recorded. Scribe a list of traditions.The class will have a list of many of the Thanksgiving traditions celebrated in their local community.Continue the discussion to include things we are thankful for as Americans. (freedom; individualism; inventiveness and innovation; our Constitution, which provides high ideals and a way to achieve them – we the people, amendment, voting, voice of minorities is heard)Materials:paper plates (for templates)manila paperAttachmentsTeacher Resource: First Thanksgiving Primary SourcePurpose:Students compare and contrast the way they celebrate Thanksgiving with a classmate. They should find commonalities as well as differences. Students examining their traditions will help build a broader understanding of how Thanksgiving is celebrated in their community.TEKS: 2.1A, 2.19BEXPLORE – Thanksgiving GeographySuggested Day 7 (continued) – 20 minutesDistribute blank U.S. maps.Lead students to:Label Plymouth RockLabel the local communityLabel any other locations that came up in the students Venn diagrams (Grandma’s house where they celebrate, where they attended the football game, etc.)Label Washington D.C.Students add map elements to complete the map (TODAL).Students share their maps with a family member as homework, explaining the locations they have marked.Materials:blank U.S. mapsPurpose: Students will connect locations with the historical events related to celebrating Thanksgiving as well as learning geography.TEKS: 2.1A, 2.19BELABORATE – Good CitizensSuggested Day 8 – 30 minutesStudents summarize their learning by answering the guiding questions and providing evidence to support the key understanding. Include evidence from earlier lessons as well.The choices of good citizens change communities.Who are some historical figures who have exhibited good citizenship?What choices did they make?How did their choices exemplify good citizenship?How did their choices change communities?What makes a good citizen?EVALUATESuggested Day 8 (continued) Day 9 – 80 minutesWrite a headline and a brief newspaper article giving an explanation of how a good citizen has impacted the community. (2.1A, 2.13AB, 2.18AB) 2.2D; 2.2E; 2.5BShow students newspaper articles with headlines as a model for their writing.Consider all good citizens studied so far this year, historical and current, including local good citizens. Students decide which good citizen to write about and use a graphic organizer for prewriting such as a flow map or thinking web.Students draft their article and may refer to reference materials to get specifics such as dates and the names of places.Students revise their article and it can be published and put on display.Illustrations may be included with the articles.If desired, post student work by creating a large newspaper page of many student articles.Purpose:Provide students an opportunity to show what they have learned.TEKS: 2.1A, 2.13AB, 2.18ABInstructional Note:This would be an excellent writing assignment to do on the computer to practice keyboarding skills. ................
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