People from the Past and the Present

Grade 03 Social Studies Unit: 05 Lesson: 02 Suggested Duration: 4 days

¿Quién hace mejor a las comunidades? Lesson Synopsis: Students learn about historical and contemporary figures who contribute to a community’s culture by introducing ideas that change, expand, or shape communities. Students learn through historical figures who exemplify good citizenship the importance of the characteristics of good citizenship and acts of civic responsibility.

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. 3.1B Identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin who have helped to shape communities. 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:

3.11A 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. 3.11C Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.

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. 3.12C Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

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. 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.

3.18 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 poster that shows a historical or contemporary figure who has contributed to a community. In an acrostic poem using the figure’s name, give information on how the person contributed to make the community a better place and how the individual changed the community. (3.1A; 3.11A; 3.12A, 3.17A; 3.18B) 1E; 5B

©2012, TESCCC 05/01/13 page 1 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 Key Understandings and Guiding Questions:  Personajes históricos y contemporáneos contribuyen a la cultura de una comunidad.  ¿Cómo las personas, los eventos y las ideas cambian a las comunidades?  ¿Qué personas, eventos e ideas han ayudado a darle forma a las comunidades?  ¿Cómo las personas, los eventos y las ideas han contribuido al crecimiento de comunidades ya existentes o a la creación de nuevas comunidades?  ¿Cuáles son las características de buen civismo?  ¿Qué personajes históricos o contemporáneos son un buen ejemplo de buen civismo?  ¿Cuáles son las acciones de responsabilidad cívica de un individuo y por qué son importantes?  ¿Cuáles son algunos ejemplos de cambios en la comunidad que han sido consecuencia de las decisiones de un individuo o un grupo?  ¿Cuáles son algunos ejemplos de acciones que las personas o grupos de personas pueden llevar a cabo para mejorar su comunidad?  ¿Qué ejemplos hay de organizaciones cívicas y/o no lucrativas, y cómo éstas participan en el bienestar común?  ¿Cuáles son las acciones heroicas de héroes estatales y nacionales?

Vocabulary of Instruction:  personaje  bienestar común  civismo histórico  no lucrativo  contribución

Materials:  Refer to the Notes for Teacher section for materials.

Attachments:  Teacher Resource: PowerPoint: Before Communities Planned for Children and Youth  Teacher Resource: The Story of Juliette Gordon Low and Girl Scouts  Teacher Resource: Benjamin Franklin, Community Leader  Teacher Resource: Clara Barton Did the Right Thing  Handout: Historical Good Citizen

Resources and References: None identified

Advance Preparation: 1. Become familiar with content and procedures for the lesson, including Juliette Gordon Low, Clara Barton, and local leaders and heroes. 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. Create a set of sentence strips with the following words on them: TRUTH, JUSTICE, EQUALITY, RESPECT, RESPONSIBILITY, PARTICIPATE IN GOVERNMENT 6. Gather books, brochures and illustrations of people who have changed communities for the better. 7. Prepare materials and handouts as needed.

Background Information: Teachers need to be familiar with several people nationally and locally who have contributed positively to the community, including Benjamin Franklin, Juliette Gordon Low, and Clara Barton. Also, be aware of any decisions that have been made by a group or an individual that has affected the local community to use as an example for the students.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT

©2012, TESCCC 05/01/13 page 2 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 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 NOTE: 1 Day = 50 minutes ENGAGE – Communities Plan for Children Suggested Day 1  10 minutes 1. Encourage students to imagine what a community would be TEKS: 3.1A; 3.17A like if we only took care of adults and did not provide activities for children. Students consider things such as:  What if no one had activities or plans for children and youth?  What would that community be like?

2. Students turn to a partner and discuss what a community with no plans for children would be like for its citizens.

3. Facilitate a thoughtful class conversation about the need for community planning concerning children and youth.

4. Students brainstorm ways the local community serves children and youth.

EXPLORE – People Who Help Plan for Children Suggested Day 1 (continued)  20 minutes

1. Show student the Teacher Resource: PowerPoint: Before Attachments: Communities Planned for Children and Youth. Introduce  Teacher Resource: PowerPoint: Before the idea that there was a time in the United States when there Communities Planned for Children and were few activities and plans for children and youth and many Youth were forced to work in factories or the fields to help their  Teacher Resource: The Story of Juliette families. Gordon Low and Girl Scouts

2. Introduce the idea that good citizens who were concerned TEKS: 3.1A; 3.14A; 3.18B about children and their communities have changed society.  One adult who wanted better things for children and youth was Juliette Gordon Low who founded the Girl Scouts of America organization 100 years ago in 1912.

3. Read the story about Juliette Gordon Low. (See Teacher Resource: The Story of Juliette Gordon Low and Girl Scouts).

4. Students may read more about her and about child labor in their textbook, other classroom resources, or on the Internet.

5. Facilitate a discussion where students consider the influence of Juliette Gordon Low on the community and how she helped youth.  Reinforce with students that Girl Scouts is a local organization. It is also statewide and nationwide, so it is a local, state, and national organization. Since it began in 1912, 2012 was the 100th birthday of Girl Scouts of America.

EXPLAIN – Organizations help the Community Suggested Day 1 (continued)  20 minutes ©2012, TESCCC 05/01/13 page 3 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 Instructional Procedures Notes for Teacher 1. Ask: Materials:  Are there organizations you know about, or people  Books, brochures and illustrations of people who you know about who have influenced, or changed the have changed communities for the better, community by helping children and youth in our especially concerning children and youth. community? TEKS: 3.1A; 3.14A; 3.18B 2. Students work together to create a list of organizations and people who have worked to change the local community for Instructional Notes: the better for children and youth.  Students could also learn from the story of Jane Addams and the Hull House or the Orphan 3. Students select one person or group and draw a picture Trains. illustrating the positive changes that person or group has made in the community for the common good and the good of children or youth.

EXPLORE – Ben Franklin and the Common Good Suggested Day 2  15 minutes 1. Introduce Benjamin Franklin as an individual who helped Materials change communities and exhibited many of the characteristics  Information on Benjamin Franklin of good citizenship. His actions and decisions demonstrate Attachments: this and have changed communities. He believed members of  Teacher Resource: Benjamin Franklin a community, its citizens, should act responsibly toward other Community Leader people in the community – and he set a good example by doing just that. (Students have previously learned about TEKS: 3.1B, 3.1C, 3.17E Franklin as a good citizen who was one of the country’s Founding Fathers.) Instructional Note  Characteristics of good citizenship include: 2. Ask questions for students to consider such as: truthfulness, justice, equality, respect for oneself  How do citizens in a community act when they are and others, responsibility in daily life, and “acting responsibly” toward others? Give an example participation in government by educating oneself of what you mean. about the issues, respectfully holding public  How do we recognize when someone is being helpful officials to their word, and voting. to the community?  Franklin was previously included in:  Unit 2: Celebrate Freedom – one of the 3. Provide background information about Benjamin Franklin an founding fathers, participated in writing example of a good citizen. Possible information could include Declaration and Constitution that Benjamin Franklin was a printer. He wrote newspapers  Unit 4: Human characteristics of place - and almanacs to help keep people informed about the lending libraries, fire brigades, post roads community, the weather, and about many new ideas of how to  In Unit 5, we consider his influence on Cultural stay involved in the government and how to have a better life. Characteristics of communities - participation in He invented several things that helped people live a better life. community (fire brigade, Junto Group) 4. Read aloud the story provided about Benjamin Franklin. (See also the Teacher Resource: Benjamin Franklin Community Leader.) Use additional resources as desired and available.

5. Students consider and discuss the good works of Benjamin Franklin and his influence on communities, including contributions Benjamin Franklin made to his community that are still important today.

EXPLAIN – Franklin and the Common Good Suggested Day 2 (continued)  15 minutes 1. Individuals choose a contribution they think is most important Materials: and contribute to the discussion. (Remind students that each  paper person may feel a little differently about which is most  map pencils important today.) TEKS: 3.1B, 3.1C ©2012, TESCCC 05/01/13 page 4 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 Instructional Procedures Notes for Teacher 2. Students draw a picture of someone in the community today using a Franklin invention or using a Franklin idea (such as reading in the public library) that is still benefitting the community today.

3. Students write a sentence or two beneath the picture they drew to explain the picture.

ELABORATE – Contributing to the Common Good Suggested Day 2 (continued)  20 min 1. Students consider what invention they would like to invent or TEKS: 3.1C what idea they would like to promote that would be for the common good of their community today.

2. Students think about a particular problem in the community and decide on an idea or invention that would help solve the problem. Next, draw an illustration and write an explanation.

3. Students summarize their learning by answering the guiding questions and supporting the Key Understanding, using evidence and academic vocabulary.  Historical and contemporary figures contribute to a community’s culture.  How have individuals, events and ideas changed communities?  Who/what are the individuals, events, and ideas that have helped to shape communities?  How have individuals, events, and ideas contributed to the expansion of existing communities or to the creation of new communities?  What are the characteristics of good citizenship?  Who are historical and contemporary individuals who exemplify good citizenship?  What are the individual acts of civic responsibility, and why are they important?  What are some examples of community changes that have resulted from individual or group decisions?  What are some examples of actions individuals and groups can take to improve the community?  What are examples of nonprofit and/or civic organizations, and how do they serve the common good?  What are heroic deeds of state and national heroes?

EXPLORE – Good Citizens “Do the Right Thing” Suggested Day 3  10 minutes 1. Begin by saying, “Often we hear, ‘Just do the right thing.’ TEKS: 3.11A; 3.17A What does that mean?”

2. Individually, students brainstorm about what it means to do the right thing and begin writing a list.

3. In small groups students share their lists and make one common list.

4. As a class, students discuss doing the right thing.

5. Begin a class chart with a title such as: Citizens Who Take Responsibility in Daily Life.

6. Gather class thoughts to create a class list under the heading. (Take a few ideas from each group of students to create the class list.) Teacher guides the discussion with suggestions such as “call the fire department if they see a fire,” or to “tell the truth always,” or “vote in elections,” or “volunteering.”

7. Encourage students to continue to think about citizens who take responsibility in daily life. Then write their own list of the ways they think good citizens can do the right thing. Students may need extra time to research information about their own community. Guide the students to include volunteering to help such as the volunteer fire department.

8. After a few minutes have the students count how many ways they have on their own list that they can contribute to the common good of the community.

EXPLAIN – Good Citizens and the U.S. Constitution Suggested Day 3 (continued)  10 minutes 1. Create an anchor chart about good citizens. Materials:  Sentence strips for the following words: TRUTH, 2. Referring to the anchor chart on Good Citizenship, check for JUSTICE, EQUALITY, RESPECT, understanding and questions about how students can make RESPONSIBILITY, PARTICIPATE IN the community a better place to be. Guide students to GOVERNMENT (Post each one as you talk understand that when each person works to be a good citizen about it.) in daily life, the community is a better place. TEKS: 3.11C 3. Reinforce the idea that good citizens behave this way to help make the community a good place to be. For example, good citizens do the following:

 Tell the TRUTH ‒ they are honest in everything they do.  Believe in JUSTICE for all ‒ follow rules and laws at school, at home and in the community.  Believe in EQUALITY‒ being fair, letting everyone have an equal education and an equal chance.  Show RESPECT for themselves and for others.  Show RESPONSIBILITY in their daily life, always do the right thing.  PARTICIPATE in GOVERNMENT by being educated on the issues, voting, and expressing themselves honestly and respectfully to those who are elected.

4. Write the words “truth, justice, equality, respect, responsibility, and participate in government” each on a separate sentence strip. Post these strips on the wall to remind students about good citizenship.

5. Ask students to remember or recall the Founding Fathers.

©2012, TESCCC 05/01/13 page 6 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 Instructional Procedures Notes for Teacher Help students recall that our Founding Fathers and Mothers stood for these beliefs and even wrote documents to help in guiding citizens form communities based on these beliefs. Check to see if the students recall the main document the Founding Fathers wrote that we still follow in the United States of America today. Guide students to the answer: The Constitution of the United States.

6. Help students to remember and understand that the Constitution is our guide and our rules for our community and all communities in America today.

7. Compare the Constitution to your classroom rules or school rules that you follow every day.

EXPLORE – Group Decisions Affect Community Suggested Day 3 (continued)  15 minutes 1. Lead a discussion that will guide students to give examples TEKS: 3.12A, 3.12B; 3.17A from their own community of positive changes that have resulted from group decisions. (Students may need time to research information.) Examples would be from local elections and local boards, such as: citizens voting for bonds to build new schools, using tax money to create new parks, or to maintain parks and roads.

2. Group decisions can also be community members painting, fixing up, or cleaning up their own homes and businesses. Is there a community clean-up day? Is there a zoning committee who does not allow businesses to be built in residential neighborhoods or on park land?

EXPLAIN – Good Citizens Improve the Community Suggested Day 3 (continued)  15 minutes 1. Students draw a picture of themselves or someone they know Materials: “doing the right thing” as a citizen of the community today. TEKS: 3.12B, 3.17E

2. Choose one of the words (truth, justice, equality, respect, Instructional Note: responsibility, participating in government) as a title for the  Have the words posted from the discussion so picture. Which one describes best what the person is doing in students can copy the word they choose as a the picture? title (truth, justice, equality, respect, responsibility, participating in government) 3. The teacher and students may create a bulletin board using  Create a patriotic bulletin board under the title: the pictures. Good Citizens Improve the Community. Place the student drawings on it. You may also download a copy of the original constitution to place in the middle.

EXPLORE – Clara Barton Chooses to Do the Right Thing Suggested Day 4  10 minutes 1. Discuss for a moment what the students know about how the Attachments: Red Cross responds to a disaster or tragedy today. (Students  Teacher Resource: Clara Barton Did the Right may or may not be aware of this.) Thing

2. Read aloud the story of Clara Barton. (See Teacher Resource: TEKS: 3.11B, 3.12B, 3.12C Clara Barton Did the Right Thing).

3. After a discussion, remind students that another way people can help in a disaster is to volunteer or to send money or supplies to the Red Cross or other helping organizations. ©2012, TESCCC 05/01/13 page 7 of 8 Grade 3 Social Studies Unit: 05 Lesson: 02 Instructional Procedures Notes for Teacher

4. Can students name any other organizations who respond for the common good of the community? (Possible answers: Salvation Army, Habitat for Humanity, United Methodist Core on Relief, Boy Scouts, Girl Scouts, Baptist Men, Student Council, other local groups?)

EXPLAIN – Clara Barton Suggested Day 4 (continued)  10 minutes 1. Students complete the Historical Character chart for Clara Attachments: Barton.  Handout: Historical Good Citizen Chart

TEKS: 3.11B, 3.12B, 3.12C EVALUATE – Suggested Day 4 (continued)  30 minutes 1. Create a poster that shows a historical or contemporary figure Materials: who has contributed to a community. In an acrostic poem  small poster board or large paper using the figure’s name, give information on how the person  markers contributed to make the community a better place and how the  pencils individual changed the community. (3.1A; 3.11A; 3.12A,  pens 3.17A; 3.18B) 1E; 5B TEKS: 3.11A, 3.11B, 3.11C; 3.12B, 3.12C; 3.14A; 2. Students create a poster showing a historical or contemporary 3.18B figure who has contributed to the common good of a community.

3. In an acrostic poem using the person’s name, give information on how the person contributed to make the community a better place and how the individual changed the community.

4. When possible, allow students to use technology to create their final project.