Social Studies First Grade

Social Studies – Third Grade Unit of Study: Community, Geography, and History Third Grading Period – Unit 1 (9 Weeks) CURRICULUM OVERVIEW Big Idea Unit Rationale Enduring Understandings The study of geography is essential for students to understand how and why people interact with  People live in places that have different climate, landforms, natural their environment. Studying geography also introduces students to relative location, directions resources and natural hazards. and the characteristics of places such as landforms and bodies of water. Studying history and  People adapt to their environment in different ways, and they change it to community will help students understand how events and people of the past have affected meet today’s world. The study of citizenship and the people who exemplify good citizenship is their needs. essential for students to understand their role as responsible citizens in a community. Lessons for this Unit  A community’s location and climate cause it to grow or not grow. □ Lesson 1 – What Is Your Community’s Environment? (3 Days)  People, events and ideas have changed communities over time. □ Lesson 2 – The San Antonio Community/History (1 Week) Essential Questions □ Lesson 3 – People Change Communities/Citizenship(1 Week)  How do people decide where they want to live? □ Lesson 4 – A Mountain Community/Geography (1 Week)  When people move to a new place, how do they adapt to that place? □ Lesson 5 – A Water Community /Geography (1 Week)  What are the factors that cause a community to grow or not to grow? □ Lesson 6 – A Crossroads Community (1 Week)  Why do people form communities? □ Lesson 7 - An English Community (1 Week)  How have people, events, and ideas changed over time? □ Lesson 8 – Women in Communities/Citizenship (1 Week) □ Lesson 9 – Folktale Heroes in Communities/Citizenship (1 week) TEKS TEKS Specificity - Intended Outcome s

t TEKS 3.1 History p

e ” I CAN” statements highlighted in yellow should be displayed for students. c A. Describe how individuals, events, and ideas have changed communities over n I can:

o time.

C  describe the people in history that have helped change communities. TEKS 3.2 History  identify the reasons people have formed communities in various places. A. Identify reasons people have formed communities, including a need for  explain that people form communities because they want to be safe. security, law, and material well-being.  explain that people make their home in places where they can get the things they B. Compare ways in which people in the local community and communities need and want. around the world meet their needs for government, education, communication,  compare ways in which people in the local community and communities around transportation, and recreation, over time and in the present. the word meet their needs for government and recreation over time and in the TEKS 3.3 History past.  use the words ancient, modern, past, present and future when talking about A. Use vocabulary related to chronology, including ancient and modern times and past, present, and future times. history.  create and interpret time lines related to what I am learning about the history of the B. Create and interpret time lines. community. C. Describe historical times in terms of years, decades, and centuries.  describe what I am learning about in history using the words years, decades, and TEKS 3.4 Geography centuries. A. Describe and explain variations in the physical environment including climate,  describe different types of climate, landforms, natural resources, and natural landforms, natural resources, and natural hazards. hazards in various communities.  compare how people in different communities adapt to or modify (change) the B. Compare how people in different communities adapt to or modify the physical world around them (physical environment). environment. 

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  describe how people have changed the land around them. C. Describe the effects of physical and human processes in shaping the landscape.  identify the different types of people that live in locations in the community and D. Identify and compare the human characteristics of selected regions. around the world. TEKS 3.5 Geography  use cardinal and intermediate directions to locate different places on maps and A. Use cardinal and intermediate directions to locate places such as the Amazon globes. River, Himalayan Mountains, and Washington D.C. on maps and globes.  use a map scale to figure the distance between places on maps and globes. B. Use a scale to determine the distance between places on maps and globes.  identify and use the compose rose, grid, and symbols to locate places on maps C. Identify and use the compass rose, grid, and symbols to locate places on maps and globes. and globes.  identify the characteristics of good citizenship such as a belief in justice, truth, TEKS 3.10 Citizenship  equality and responsibility for the common good. A. Identify characteristics of good citizenship such as a belief in justice, truth,  identify historic figures such as Jane Addams, Helen Keller, Harriet Tubman, equality and responsibility for the common good. who have modeled (exemplified) good citizenship. B. Identify historic figures such as Jane Addams, Helen Keller, and Harriet  identify ordinary people in the community who have modeled (exemplified) good Tubman who have exemplified good citizenship. citizenship. D. Identify ordinary people who exemplify good citizenship. I can: TEKS 3.13 Culture  retell the heroic deeds of characters in American folktales such as Pecos Bill and Paul Bunyan. B. Retell the heroic deed of characters from American folktales and legends such  identify how fictional characters such as Robinson Crusoe created new as Pecos Bill and Paul Bunyan. communities. D. Identify how selected fictional characters such as Robinson Crusoe created new communities.  locate information about the community’s environment, San Antonio history, significant people in history and folktales and legends from the community, TEKS 3.16 Social Studies Skills different print, oral, and visual materials. A. Obtain information, including historical and geographic data about the  interpret oral visual and print material related to the community’s environment, community, using a variety of print, oral visual, and check understanding. San Antonio history, significant people in history and folktales and legends by identifying the main idea, cause and effect and comparing and contrasting. B. Interpret oral, visual, and print material by identifying the main idea, identifying s  Interpret and create visuals which include graphs, charts, tables, time lines, l l i cause and effect, and comparing and contrasting. illustrations, and maps. k S C. Interpret and create visuals including graphs, charts, tables including graphs,  use the table of contents, glossary, index, keyword computer searches in various charts, tables time lines, illustrations, and maps. books to locate information about a San Antonio history and women in history. D. Use various parts of a source, including the table of contents, glossary, and  express ideas orally about the community’s environment, San Antonio history, index, as well as keyword computer searches, to locate information. significant people in history and folktales and legends based on prior knowledge TEKS 3.17 Social Studies Skills and experiences.  create written and visual material such as stories, poems, pictures, maps and A. Express ideas orally based on knowledge and experiences. graphic organizers to express ideas about significant people in history and San B. Create written and visual material such as stories, poems, pictures, maps, and Antonio history. graphic organizers to express ideas.  use standard grammar, spelling, sentence structure and punctuation when writing C. Use standard grammar, spelling, sentence structure and punctuation. the community’s environment, San Antonio history, people in history, and folktales and legends. Evidence of Learning □ Given the important dates and pictures of San Antonio history, students will place the dates and pictures in correct sequence with 80% accuracy. □ Given a list of 4 natural resources in the environment, students will give at least 2 reasons explaining how these resources help a community grow with at least 80% accuracy. □ Given the names of 3 important women in history, students will explain their significant accomplishments and 3 character traits with 80% accuracy. □ Given the characteristics of a water and mountain community, students will use a Venn diagram to compare and contrast the communities with 80% accuracy. □ Given the definition and an example of a folk hero, students will write a story about a student-created folk hero who helped improve the San Antonio community with 80%

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. accuracy.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 1: What Is Your Community’s Environment? Third Nine Weeks CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ There are five regions in the United States. □ Identify the human characteristics of places such as landforms, bodies of □ The five regions of the United States have different types of climate, landforms, natural water, natural resources and weather. (K-2) resources, and natural hazards. □ Locate places of significance on maps and globes such as the local □ People in the different regions of the United States find ways to adapt to or modify their community, Texas and the United States. (K-2) environment. □ Express ideas orally based on knowledge and experiences. (K-2) □ People can locate the five regions of the United States using cardinal and intermediate □ Create and interpret visuals including pictures and maps. (K-2) directions on maps and globes. □ Obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material and Essential Questions artifacts. (K-2) □ How are the 5 regions of the United States alike and different? □ How would you describe the physical environment of a place? □ In what region of the United States do you live in? What is the physical environment? □ How can you locate the five regions of the United States? The Teaching Plan Instructional Model & Teacher Directions So students can… The teacher will… Day 1: Activating Prior Knowledge I can: Guide students to read the Calendar Poems on pages 40 and 41 of the Read Alouds and Primary Sources book which  read the calendar poems on pages 40 and describe the weather during the months of January, May, August, and October. Ask students, Do any of these poems 41 in the social studies textbook. (3.4A) describe the climate where you live? Define climate and compare to the meaning of weather. Tell students that they will be  answer questions about the climate in my talking about physical environment which is the landscape of the world around them. Have students work in pairs to environment. (3.4A) brainstorm what might be in their physical environment. Share responses and correct any misconceptions students may have  brainstorm ideas which describe the things had. (3.4A) which are in the physical environment. (3.4A) Hook Activity  listen to a CD of the ocean, pretend to listen  Have students listen to a CD of the ocean or pretend to be listening to the ocean or show pictures of an ocean and its to the ocean or just look at a picture of the ocean. (3.4A) surroundings. Tell students that they will now move from San Antonio to an island near the ocean. Ask students to tell you what they know about the ocean and its surroundings. (3.4A)  explain what I know about the ocean and its surroundings (3.4A)  Tell students to pretend that they are moving to Hawaii from San Antonio. Ask them to discuss the things they would  pretend to move to Hawaii and then explain have to do to get used to the environment (introduce the term adapt). Ask the questions, How would you adapt to the what I would wear, what I would eat, what climate? What would you wear? What do you think your house would look like? What would you do for recreation? my house might look like and what I might do What would you eat? Ask why after each question. (3.4B, 3.16B) for recreation. (3.4B)  read the calendar poems on pages 40 and  Return to the poems read in the Activating Prior Knowledge Activity and ask students, What are some of the ways in 41 and explain how the people in the poems which the people in the poems are adapting to changes in the weather?(3.4B) are adapting (getting use to) the changes in the weather. (3.4B)  Guide students to write in Social Studies Student Interactive notebook to respond to the following reader response stem,  respond to the following reader response: I I would love to live on an island because I could. . . (3.17B) would love to live on an island because. . . (3.17B)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 2: I can: Guided Practice  Read the following, You Are There scenario to students modeled after the one in the social studies textbook on page  listen to the You Are There paragraphs in the 142. You are driving through the hill country, you see lots of trees, hills, and deer running through wooded areas and social studies textbook on page 142 and fields. If it is during the summer it is very hot, and the winters are not very cold. You might travel much further north and determine which region is being described. there are less hills. You see more flat land. It is windy and dusty much of the time and you see more farm land. Ask ( 3.4A) students, Where are you in the United States? Ask students to look on page 143 of the social studies textbook to figure  answer questions about the states in out the region that is being described. (Answer: Southwest Region. Explain to students that the hill country is just different regions of the United States. (3.4A, outside of San Antonio, and as someone would travel north they would be traveling to North and West Texas where the 3.5A, C) land is more flat and it is windy. (3.4A; 3.5C)  explain the meaning of the following  Have students look at the map with the United States regions on page 143 of the social studies textbook and to also look vocabulary words: region, environment, at a United States map with the states (they may use the map in the back of the book of the social studies textbook. .Ask landform, adapt and climate using a students to tell you which states are in each of the regions also asking them to describe the type of landforms in this matchbook foldable(3.4A,B) region. (3.4A; 3.16C)  discuss how the vocabulary words region, physical environment, landform, adapt and  Have students create a large floor United States map and to label with the different regions. Have students explain the climate are related after reading teacher meaning of the following vocabulary words: region, physical environment, landform, adapt, and climate using the created sentences explaining the meaning matchbook foldable idea where students write the word on the outside along with a picture of the word and the meaning of the words. (3.4A,B) of each word on the inside of each foldable (Marzano-nonlinguistic representation for vocabulary). Students will discuss  create a layered foldable to include all of the how the words are related to each other after reading teacher sentences explaining what the words mean in the context words, a sentence with the meaning of the of sentences. Students will create a layered foldable for each of the words, writing a sentence with their own meaning words and an illustration for each word. and an illustration for each word. (3.4A, B, C) (3.4A, B;3.16C)  explain why people might want to live near  Ask questions such as, Why would people want to live near or in the mountains? Why would people want to live near the the mountains, near the water-lake, river, water –near a lake, river, beach etc? How do people change the land where they live? (3.4A, B, C) beach and how people change the land where they live. (3.4A,B) Day 3  work in partners to discuss how we would  Guide students to work in partners and tell them to pretend that they will be moving to Alaska where the weather is very adapt to the environment in Alaska - cold most of the time. Have students locate Alaska on a map and/or globe. Ask students to talk to each other to discuss clothes, homes, recreation, traveling from how they would have to adapt to living in Alaska- clothes, homes, recreation, traveling from place to place, etc. Guide place to place, etc. students to look on the Internet to find pictures and information about Alaska.  look on the Internet to find pictures and information about Alaska.  Ask students to draw a picture of how they would adapt to their environment in Alaska and have students report to the  draw a picture of how to adapt to Alaska, a class. new environment, and report to the class.

Vocabulary: Resources:

 region (regioo n) Scott Foresman Social Studies Textbook  physical environment (ambiente fii scico) Communities/Comunidades  climate (clima)  landform (accidente geografico) Unit 3 -Chapter 5  ecosystem (ecosistema) Lesson 1 - What is Your Community’s  adapt (adaptarse) Environment pp.142-149

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Workbook pp. 32-34

Transparency 23

Every Student Learns Guide What Are Communities?; Physical Environments Around the World pp. 48-49

What is Your Community’s Environment pp. 54-57

Quick Study p. 30

Social Studies Plus! A Hands-On Approach Short-Term Projects – Physical Environments pp. 56-57

Read Alouds and Primary Sources Calendar Poems pp. 40-41

Assessment Book

TAKS Practice Book

Test Talk Practice Book

Internet Resources Power Media Plus Scott Foresman Social Studies SAISD Social Studies Website Rubi Star for Creating Rubrics

Evidence of Learning College-Readiness Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support?  Guide students to illustrate a picture of their neighborhood community. Explain the term, environment and have students explain what they see in their neighborhood environment. Have students begin their explanations with, In my

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. neighborhood environment you will see. . . What do you do for students who master the learning quickly?  Guide students to choose one of the natural resources studied in the lesson. Ask students to think of 10 create ways to save this resource.  Students may create a poster titled, Ways to Save the Earth. Students may present their poster to the larger student group. http://www.eugenewei.com/images/tdf2003/thumbs/farm- field-rows.jpg How can people change the physical environment of this land? By--

A. moving it to another location.

B. changing the climate.

C. building cities across the land.

D. taking pictures of the land.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 2: The San Antonio Community/History

Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ The Spanish decided to colonize what is now Texas. □ Identify the human characteristics of places such as landforms, bodies of water, □ Spanish explorers camped beside what is today called the San Antonio River. natural resources and weather. (K-2) □ The Spanish built the first mission in San Antonio in 1718 (the Alamo). □ Locate places of significance on maps and globes such as the local community, □ The settlement on the river grew and five missions were built along the banks of the Texas and the United States. (K-2) river. □ Express ideas orally based on knowledge and experiences. (K-2) □ The missions were places where the Native Americans were converted to be □ Create and interpret visuals including pictures and maps. (K-2) Catholic. □ Obtain information about a topic using a variety of visual sources such as pictures, □ The Canary Island settlers claimed their right to settle and own land on the San symbols, television, maps, computer images, print material and artifacts. (K-2) Antonio River in 1731. □ The Canary Islanders established the first civil settlement in San Antonio. □ Fiesta is a celebration of San Antonio’s past (a day that started on April 20, 1891 to honor the heroes of the battles of the Alamo and San Jacinto.

Essential Questions □ Why did people form communities in San Antonio? □ Why were the missions established in San Antonio? □ How and why did the Canary Islanders form a government? □ What are some of the celebrations in San Antonio today that celebrate the past? □ How would you compare San Antonio today and San Antonio of the past? The Teaching Plan Instructional Model & Teacher Directions So students can… The teacher will… Day 1: I can: Activating Prior Knowledge  identify and describe pictures of San Antonio Show pictures or images of the San Antonio Missions (see the Social Studies website under images). Ask students if they history which include the missions (the first know what the images describe. Also ask students if they have ever visited any of the missions. Tell students that the first mission-the Alamo). (3.2A, B; 3.3A, C) mission to be built was the Alamo and that the Spanish built the first mission in San Antonio in 1718 (have students figure out  explain in writing what is known about the how many years ago this was). Use the terms past, present, years, decades, and centuries as you discuss the missions. Ask history of San Antonio in a social studies students if they know of any the history of the Alamo. Ask students to dictate sentences with statements explaining any of the student interactive notebook. (3.2A,B; 3.3A, facts they know about the history of San Antonio. Ask students to write in their Social Studies Interactive notebook to explain C) what they know about San Antonio History.(3.2A,B; 3.3A,C)

Day 2:  describe real objects (realia) related to Hook Activity Fiesta San Antonio.  Show students different objects (realia) which have to do with Fiesta in San Antonio. These items might include fiesta crowns made of ribbon and flowers, pinata’s, fiesta pins, small parade floats, cascarones, posters advertising Fiesta,  explain why San Antonio has a Fiesta pictures in magazines or brochures advertising Fiesta, etc. Place these items on a table and ask students what these celebration on a post-it-note. items remind them of. Give each student a post-it note and have them write down why they think San Antonio has a celebration called, Fiesta. Share responses with the class. Facts about Fiesta to share with students: Fiesta San SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 8 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Antonio is one of the largest and oldest celebrations in Texas. Over 100 years ago, a simple flower parade began this  listen to the facts about the history of Fiesta custom. It was the beginning of what is now a ten day celebration. What started as a simple parade, is now called, the San Antonio. (3.3A, C) “Battle of Flowers.” The first Battle of Flowers Parade was held on April 20, 1891. It started when the wife of a congressman wanted to honor the heroes of the battles of the Alamo and San Jacinto. At the battle of San Jacinto,  write about why San Antonio has a Texas gained independence from Mexico. The idea was to have a parade to honor these heroes. What started with one celebration called, Fiesta. woman, then grew into a group of women. These women formed the Battle of Flowers Association. They had an actual “battle of Flowers Association. They had an actual “battle of flowers.” Ladies in horse drawn carriages threw flowers at teach other. The parade was to be on April 21, but the date changed when they found out that President Benjamin Harrison would be visiting San Antonio. On the day of the parade, it rained. The parade was held four days later. Today, people in the parade lay wreaths on the front lawn of the Alamo to honor the heroes of the Alamo and San Jacinto. (3.1A, 3.2A, 3.3A, B)

 Create a Word Wall (bulletin board) for social studies for the year-give it a catchy social studies title. Place the vocabulary studied in each lesson on this bulletin board and continue to refer to the words each day in all content areas. Words can be written on different colors to show they belong in different categories.  create a graphic organizer describing the  Guide students to create a graphic organizer (History of San Antonio in the center) and the significant events which history of San Antonio (significant events). occurred in San Antonio through history use the terms past, present, years, decades and centuries and discuss orally. (3.1A, 3.3A, C, 3.17A) Have students work in pairs to create the graphic organizer. Facilitate this activity by walking around the room and helping students fill in the organizer. Discuss the significant events as students are filling in their organizer. (3.1A, 3.2A,  work with a partner to fill out the San Antonio History graphic organizer. (3.1A, 3.3A, C, 3.17A) Day 2: Guided Practice  Guide students to sequence a History of San Antonio time line (with the dates and events cut up in pieces). Have  participate in a hands-on activity-History of students work with a partner to place the events in order. Tell students that they might want to place the dates in San Antonio time line, sequencing the numerical order first, then place the events next to the dates. Facilitate this activity by walking around the room and events in San Antonio history in correct checking the correct sequence of events, giving students clues as to what goes next. Give students the correct sequence. sequence of events and discuss the sequence. Create a large San Antonio History Time Line for all students to see daily, and use as a reference when discussing San Antonio History.  answer questions about the San Antonio History time line.  Tell students to refer to the time line and ask them, What happened after the Spanish built the first mission (the Alamo)?  use the terms first, second, third, next, then,  Students should be able to see the time line and respond by saying that the Canary Island settlers claimed their right to today, finally, past, and present when settle and own land on the San Antonio River. discussing San Antonio History.

 Ask students to retell the correct sequence of San Antonio History to a partner using the terms, first, second, third, next,  participate in a Tea Party (walking around then, today, finally, past, and present. the room reading sentences about the Canary Islanders to at least 3 students). Day 3:  write down what was learned about the  Guide students to participate in the Tea Party strategy (Using the passage about the Canary Islanders (on the social Canary Islanders. studies website under Teacher Resources, Grade 3), cut up sentence strips for students to read to each other. Each student is given a sentence strip with one of the sentences from the Canary Islanders passage. Students walk around  answer questions about the Canary the room to read their passage to each other. Students read their sentence to at least 3 different students). When Islanders, especially those which are about students complete this activity, they are to write down what they learned and discuss the information with a partner. Ask the government of the Canary Islanders. students questions about the passage such as: Why did the Canary Islanders elect a mayor? Why did the Canary Islanders come to San Antonio? Also discuss that they arrived in San Antonio almost 300 years ago (emphasize the  determine the meaning of the words SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 9 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. term centuries and its meaning. Also introduce the meaning of decades. Ask students, How many decades are there in decades and centuries. a century? Summarize the new learning about the Canary Islanders by writing a summary on the board or overhead. Explain why this is a summary. Day 4: Independent Practice  read a passage titled, The Establishment of  Guide students to read the passage, The Establishment of the Missions of San Antonio. Give students choices in reading the Missions of San Antonio which explains the passage—independent, echo, listening station, etc. why the missions were started and the people who were part of the missions.  Guide students to create a foldable illustrating one of the missions, and have students write down the important facts about the missions as follows: Why they were established? Who lived in the missions and why? And other questions  create a foldable about one of the missions, which require students to think about mission life. writing important facts about the missions which might include, Why the missions were  On the back of the foldable have students write a response to the following: If I had lived in one of the missions in the established, who lived in the missions and past I would have. . . the reasons for living there and other questions about life in the missions.

Day 5: Extension (this can also be used as the week’s homework)  create a cereal box about the history of San  Guide students to create a cereal box about the history of San Antonio-front of the box (San Antonio of the Past), back of Antonio which will include a time line about the box (San Antonio today). Students should include the following information about San Antonio: Time line of San the history of San Antonio, picture of the Antonio history, picture of the Alamo noting that it was the first mission, information about the Canary Islanders being the Alamo noting that it was the first mission, first to begin a civil settlement (government), and other information which the students think are important. information about the Canary Islanders being the first to establish a civil settlement (government) and other information which students think are important. Vocabulary: Resources:  civil government (gobierno civil) Suggested Literature:  mission (misioo n)  established (establecida(o)) Rigby Publishing Company  past (pasado) San Antonio: The River City  present (presente)  future (futuro) Scott Foresman Social Studies textbook-  decades (decades) Communities/Comunidades  centuries (siglos) Unit 4 Chapter 8 Lesson 1 Use a Time Line pp. 248-249

SUPPLEMENTAL RESOURCES Time for Kids Selections written by the Social Studies Department and on the Social Studies website A Journey into San Antonio’s Past The Establishment of the Missions in San Antonio Fiesta San Antonio- A Celebration of San

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Antonio’s Past

Social Studies Website – 3rd Grade The Canary Islanders passage San Antonio History Time Line

Social Studies Plus! A Hands-On Approach Short-Term Project – Past and Present p. 19 Writing Projects – My Favorite Place p. 14 Long-Term Project – Bring It Together (Create a model brochure of the way San Antonio looked in the past)

Internet Resources PowerMediaPlus » Digital Scott Foresman Social Studies SAISD Social Studies Website Rubi Star for Creating Rubrics

Evidence of Learning College-Readiness Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board What do you do for students who need more The first community settled by the Canary Islanders support? formed the first civil settlement in San Antonio by electing  Guide students to create a simple time line of San a mayor. This government was created because the Antonio history. Assist students with the sequence community needed-- of events in San Antonio history. Have students illustrate a picture for each year. Tell the sequence A. community services. of history as a story. Once students have completed their time line, have students orally B. rules and laws. explain the history of San Antonio to at least 3 different classmates. C. education. What do you do for students who master the learning D. recreation. quickly?  Guide students to create a brochure about San Antonio history. Have students include a time line of San Antonio history and a section in the brochure which explains why people would want to visit San Antonio today.  Have students share their brochures with classmates, comparing and contrasting the information.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 3: People Change Communities/Citizenship Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Individuals, events and ideas have changed communities over time. □ Identify ordinary people who have shaped the community. (k-2) □ Ordinary people can change communities. □ Use vocabulary related to chronology, including before, after, next, first, and last. □ People who have changed communities have modeled good citizenship. (K) □ The characteristics of good citizenship include belief in justice, truth, equality, and □ Use vocabulary related to chronology, including yesterday, today and tomorrow (1) responsibility for the common good. past, present, future. (2) □ Historic people such as Harriet Tubman, Thurgood Marshall and Langston Hughes □ Express ideas orally based on knowledge and experiences. (K-2) have helped improve communities. □ Obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material and artifacts. (K-2) Essential Questions □ Identify characteristics of good citizenship such as belief in justice, truth, equality, □ How have people changed communities over time? and responsibility for the common good. (1-2) □ How have African Americans changed communities over time? □ Identify contributions of historical figures such as Henrietta King and Thurgood □ How can a third grader model good citizenship? Marshall who have influenced the community, state, and nation. (2) □ What are the characteristics of good citizenship? □ What do people do for the common good of the community? The Teaching Plan Instructional Model & Teacher Directions So students can… The teacher will… February- Black History Month Day 1: I can: Activating Prior Knowledge  brainstorm a list of people who have helped Guide students to brainstorm a list of people who have helped communities in the past and in the present. Students might communities in the past and in the present. give names of community or family members and/or historical people. Give students examples (in the local community) of  think of people in the neighborhood such people, Raul Jimenez and what he did to have the Thanksgiving dinner each year for senior citizens or for anyone in community who are always trying to improve need of a meal. Remind students of the work of Martin Luther King, Jr. Ask students if they have anyone in their community the community in some way. who is always trying to improve their community in some way –by speaking up for people’s rights, cleaning up the  respond to the reader response stem, I can neighborhood, helping others in the community, etc. Have students share their responses with the larger group and write the help improve my community by . . . names on the board. Ask students to respond to the reader response stem, I can help improve my community by. . . Have students explain how they could be like these important people.  listen to a story about Rosa Parks.  role play the story of Rosa Parks along with Day 2: other classmates. Hook Activity  Guide students to listen to a story about Rosa Parks and her work (social studies textbook page 370 or a book from the library). Have students then role play the story. Create a simulation by arranging the chairs as though they were seats  respond to the reader response, If I had on a bus. Guide students in the role play by telling them what happened to Rosa Parks. After the role play, have been Rosa Parks, I think I would have. . . students respond to the reader response stem, If I had been Rosa Parks, I think I would have. . . Guide students in a  understand that we celebrate Black History discussion about fairness, Ask students if Rosa Parks was treated fairly. every year in February.  Guide students to begin the activity on page 38 in the Social Studies Plus! Hands-On Approach book where students will  create a class “Fairness” book which will begin creating a class “Fairness” book. Students may work on this project each day for homework. Upon completion created in class and for homework. have the students read their book to another class.  read the “Fairness” book to another class.  explain how ordinary people work for the  Tell students that through history, there have been many African-Americans who have helped change communities just common good of the community. SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 12 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. as Rosa Parks did. Explain to students that we must celebrate their contributions to history everyday, and that February we celebrate Black History. Tell students that we will be studying about Thurgood Marshall and Langston Hughes who  create a popsicle puppet of a favorite African were also important people who helped change communities. Explain how these people were working for the common American in history. good of the community.

 Have students create a popsicle stick puppet for a favorite famous African American. Once students have created their puppet, have them recite at least 3 sentences which this person might say. Role play for the class.  think of 3 sentences which the famous African American might say and role play for  Create a Word Wall (bulletin board) for social studies for the year-give it a catchy social studies title. Place the the class. vocabulary studied in each lesson on this bulletin board and continue to refer to the words each day in all content areas. Words can be written on different colors to show they belong in different categories.

 Day 3: Guided Practice  help the teacher fill in the information about  Guide students to create a large poster-sized chart with the following names: Harriet Tubman, Thurgood Marshall and Rosa Parks, Harriet Tubman, Thurgood Langston Hughes on the top of the chart. On the side of the chart include: important work, how they changed our lives Marshall and Langston Hughes on a large today, 4 character traits. Fill out the chart with the students and discuss their work. poster-sized chart to include the person’s important work, how they helped change our  Upon completion of the chart, post the chart on a bulletin board. During the year, add more names. lives today and 4 character traits.  pretend to be one of the following: Rosa  Have students pretend to be one of these people. Ask students to write a diary entry –what is happening on a day in Parks, Harriet Tubman, Thurgood Marshall their life. Have students use the social studies textbook to find information about these people. or Langston Hughes and write a diary entry about what is happening on a day in their  Ask students to read their entry to student groups in a rotation. life.  read the diary entry to student groups.

Day 4: Independent Practice  Guide students to choose one of the African-Americans studied this week. Have students create a book cover describing  create a book cover describing the highlights the highlights of this person. Show students books which have a summary inside of the book which gives a summary of of one of the persons studied in this weeks the book. Ask students to write a summary of what the book might be about. Model this with students by choosing one lessons – Rosa Parks, Harriet Tubman, of these people and show students what you would do. Langston Hughes, or Thurgood Marshall.  Have students read their book throughout the month of February which is Black History month.  read my book about a famous person during the month of February.

Day 5: Extension  Have students write 5 interview questions which they might ask this person if they were alive. Edit the questions, have  write 5 interview questions which could be students revise the questions. Give the questions to different students in the class. The students are to pretend they are asked of a historical person. the historical person and answer the questions. Share with the class.  edit the questions from the teacher corrections.  give the interview questions for students to answer—other students are to pretend they are one of the historical characters. Vocabulary: Resources:  common good (bien comuu n) Suggested Literature:

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  contributions (contribuciones)  justice (justicia) Scott Foresman Social Studies textbook-  fairness (justica) Communities/Comunidades  equality (equalidad)  rights (derechos) Unit 2 – Chapter 3 – Lesson 4 – Meet Langston Hughes pages 96-97

Unit 3 – Chapter 6 – Lesson 3 – Harriet Tubman page 190

Unit 6 – Chapter 11- Lesson 2 – Section about Rosa Parks on page 370 and Thurgood Marshall on page 371

Social Studies Plus! A Hands-On Approach Citizenship (Fairness) page 38 Evidence of Learning College-Readiness Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support?  Ask students to discuss what it means to them by being a good citizen at school. Allow students to talk to each other about this. Write responses on the board or overhead.  Explain that people from the past modeled good citizenship, and this is the reason they are remembered. Give an example of a person who is remembered such as Rosa Parks or Harriet Tubman and their work. What do you do for students who master the www.americaslibrary.gov/.../aa/ learning tubman/aa_tubman_subj_m.jpg quickly?  Guide students to create a good citizen award for a This woman was born a slave. She escaped from slavery, one of the historical people studied this week. and then risked her own life to lead hundreds of other Create the award so that it will include the person’s slaves to also escape slavery. Her name was-- significant accomplishments and a title for the award. A. Jane Addams.

B. Helen Keller.

C. Harriet Tubman.

D. Clara Barton.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 4: A Mountain Community/Geography Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Some communities develop in the mountains because of their natural resources. □ Identify the human characteristics of places such as landforms, bodies of water, □ The railroad brought people into some communities and carried coal out of the natural resources and weather. (K-2) community which made the community grow. □ Locate places of significance on maps and globes such as the local community, □ Native Americans were the first people to settle in some communities. Texas and the United States. (K-2) □ In the past, living near the mountains was difficult. □ Express ideas orally based on knowledge and experiences. (K-2) □ Mountain communities have changed over time. □ Create and interpret visuals including pictures and maps. (K-2) □ People modified or adapted to living near the mountains by creating roads, tunnels, □ Obtain information about a topic using a variety of visual sources such as pictures, creating a railroad and finding different ways to grow food. symbols, television, maps, computer images, print material and artifacts. (K-2)

Essential Questions □ Why do communities develop near the mountains? □ What are natural resources used for? □ Why did the Native Americans settle near the mountains? □ What made it difficult to live near the mountains? □ How have mountain communities changed over time? □ How have people modified or adapted to living near the mountains? The Teaching Plan Instructional Model & Teacher Directions So students can… The teacher will… Day 1: Activating Prior Knowledge I can: Ask students to think of the stories that they have read that took place in the mountains. Allow students to name the stories  think of and identify with stories which took and to explain what the characters in the stories did in the mountains. Discuss the differences between hills and mountains. place in the mountains. Ask students to discuss what people might do for recreation in the mountains (mountain climbing, snow skiing, camping,  explain what it might have been like to live in hiking, etc.) (3.16A) the mountains.  discuss the differences between hills and Day 2: mountains. Hook Activity  describe the things people might do for  Guide students to look at pages R10-R11 showing a physical map of the United States. Have students place their finger recreation in the mountains. on the areas of the United States where they see mountains. Explain the use of the Vegetation Key. Ask students if we have mountain in Texas. Then ask students in what states they see more mountains-students can also use the maps on  Identify the areas of the United States which pages R8 and R9 to figure out the states which have mountains. Point out the Rocky Mountains and the Appalachian have mountains. Mountains to students.  use a map key to determine the location of mountains on a physical map.  On page 172, tell students to pretend to be in the mountains as you read the You Are There paragraph to students which  compare the height of mountains to that of begins with You and your family are skiing in the Rocky Mountains. As you come to an opening, a huge mountain peak Hemisfair Tower and determine that the rises 4,137 feet above you. Continue reading the remaining paragraph. Ask students to think about how high 4,137 feet height of some mountains is sometimes 10 is. Compare to the height of the Hemisfair Tower which is______feet. Tell students that 4,137 feet high is ____ 10 times the height of buildings in our city. times the height of the Hemisfair Tower.  respond to the reader response stem, I would love to live in the mountains  Ask students if they would like to live in the mountains. Discuss the fact that the higher you go in the mountains the because. . . SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 15 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. colder it is, that is why when you see pictures of mountains many times you will see snow-capped mountains.

 Ask students to respond to the following reader response stem, I would love to live in the mountains because. . . Day 3: Guided Practice  create a Word Chain for the topic, Mountain  Have students create a Word Chain for the topic, Mountain Community. Students will write the words which come to Community by brainstorming the words that mind when they think about a mountain community. Students write the words on 2-inch x 1-inch strips of paper and then come to mind when thinking about a glue the strips to make a word chain. Students will then discuss the words with each other and write about a mountain mountain community. community using all of their words on the word chain.  write the words on paper strips and then discuss the words with a partner.  Guide students to read page 175 in the social studies textbook to students titled, Living in the Mountains. Ask students to  use the words about the mountain fill in a T-chart explaining the advantages and the disadvantages of living in the mountains. Have students refer back to community in a paragraph and read the page 173 about the mountain community of Glenwood, Springs. paragraph to a partner.  write a paragraph about read page 175 in  Guide students to fill in their T-chart by drawing the T-chart on the overhead or the board and writing the advantages and the social studies textbook to determine what disadvantages. it is like to live in the mountains.  create a T-Chart with the words Advantages  Have students to complete the A Mountain of Matches activity found on page 57 of the Social Studies Plus! A Hands-On and Disadvantages at the top of the chart. Approach.  fill in the T-chart with the advantages and disadvantages of living in the mountains.  complete the Mountain of Matches activity found on page 57 of the Social Studies Plus! A Hands-On Approach book. Days 4: Today is Abraham Lincoln’s birthday. Remind students of this special day. Have students sing Happy Birthday to  sing Happy Birthday to Abraham Lincoln. Abraham Lincoln who was born on February 12, 1809. Have students figure out how many years ago this was.  figure out how many years ago Abraham Explain that this year is the bicentennial of his birth (explain why it is the bicentennial year). Tell students that Lincoln was born. although his birthday is actually on the 12th, President’s Day is on February 16 (George Washington’s birthday is on  explain what bicentennial means. February 22). Read a book about Abraham Lincoln some time during the day.  explain why Presidents’ Day is celebrated on th Independent Practice February 16 .  listen to a story about Abraham Lincoln and  Ask students to find a city in the United States that is in the mountains. Have students locate the city on a U.S. map. explain why it is important to remember him.  locate a city found in the United States that  Ask students to create a simple brochure (2-sided) which includes the following: is in the mountains. Front of the brochure-  use a U.S. map to locate the city. o Name of the community – city and state at the top of the brochure  create a simple 2-sided brochure about the o An illustrated picture of this mountain community mountain community which will include: o 3 reasons people might want to live here Front of the brochure -name of the Back of the brochure- community – city and state at the top of the o Weather brochure--an illustrated picture of this o Types of jobs in a mountain community mountain community, 3 reasons people o What people do for recreation might want to live here. Back of the brochure - weather, type of jobs in the o Why people would like to live here community, what people do for recreation, why people would like to live here

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 5: Extension  Continue researching information about the  The independent practice will be part of this extension as students are researching their mountain community. mountain community for the brochure.  Present the brochures to students in another  Upon completion of the project have students present their brochure to students in another third grade class. third grade class. Vocabulary: Resources:  miner (minero) Communities/Comunidades  canyon (can oo n) Unit 3 Chapter 6  hot springs (ban os termales)  Lesson 1 - A Mountain Community pp.  coal (carboo n) 172-175  mountain (montan as)  U.S. Maps R10 -R11  Rocky Mountains (montann as Rocosas)  natural resources (recursos naturales) SUPPLEMENTAL RESOURCES Workbook pp. 38 Transparency 22, 23 Every Students Learns Guide A Mountain Community pp. 66-69 A Water Community pp. 70-74 Social Studies Plus! A Hands-On Approach Short-Term Project A Mountain of Matches pp. 57 and 61 Fanciful House p. 62 Why Is It There? P. 64 Read Alouds and Primary Sources The Official Guide to Glenwood Springs, Colorado p. 45 Assessment Book Test Talk Book TAKS Practice Book Internet Resources PowerMediaPlus » Digital Scott Foresman Social Studies SAISD Social Studies Website Rubi Star for Creating Rubrics

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need more Why did people form communities in the mountains? support?  Guide students to look at a physical map of the A. It was easy to grow food.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. United States. Have students point out the states which have mountains. Also show students B. Traveling through the mountains was easy. pictures of mountains and discuss the differences between mountains and hills. C. There were many natural resources.  Create a T-chart with the word Work on one side and the word Recreation on the other side. Explain D. There were many places to visit. the meaning of recreation. Ask students to brainstorm the things that people do for work and recreation in the mountains. What do you do for students who master the learning quickly?  Guide students to locate at least 4 different cities that are near the mountains. Have students choose one of the cities to research on the internet.  Ask students to create a poster describing the city and include the following: a picture or drawing of the city, the name of the city, at least 4 different jobs in the city, 2 important landmarks, and 4 things people do for recreation.  Students should also write a paragraph explaining why they would like to live in this city.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 5: A Water Community/Geography Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Seattle, Washington is an example of a water community. □ Identify the human characteristics of places such as landforms, bodies of water, □ The first settlers turned Seattle into a logging and shipping community. natural resources and weather. (K-2) □ Seattle, Washington has a port which has helped it grow. □ Locate places of significance on maps and globes such as the local community, □ Towns grew along bodies of water because of their resources such as water, trees, Texas and the United States. (K-2) and fish. □ Express ideas orally based on knowledge and experiences. (K-2) □ In water communities, boats can carry goods to places where they can be sold. □ Create and interpret visuals including pictures and maps. (K-2) Essential Questions □ Obtain information about a topic using a variety of visual sources such as pictures, □ How would you describe a water community? symbols, television, maps, computer images, print material and artifacts. (K-2) □ How do natural resources help a community grow? □ How is transportation important to a community’s growth? □ What types of jobs and recreation are found in a water community? The Teaching Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will… Day 1: I can: Explain that today is Presidents’ which is a national holiday (the country celebrates Abraham Lincoln’s birthday –  understand and explain Presidents’ Day. last week on February 12 and George Washington’s birthday which will be on February 22). Discuss the significant  create a birthday card for Abraham Lincoln accomplishments of these 2 presidents. Some time during the day, have students create a birthday card for both and George Washington, thanking them for presidents, thanking them for their accomplishments. their accomplishments in history.  build my prior knowledge about homes near Activating Prior Knowledge different bodies of water. Ask students, How many of you have seen homes that are near the water? Students may say they have gone to a lake or river and they saw homes near these bodies of water. Other students may say that they have seen houses near the beach. Guide  participate in a kinesthetic activity by walking students to walk around the room to talk to at least 3 or 4 other students to discuss some of the reasons they might like to live around the room to talk to 3 or 4 other near the water. Once students who have shared their responses with each other ask students to share the responses with the students about my reasons for wanting to larger group and write their responses on chart paper, the overhead or the dry erase board. live near the water.  locate Seattle, Washington (a water Day 2: community) on a United States map in the Hook Activity back of the social studies textbook on paged  Guide students to locate Seattle, Washington on the United States map in the back of the social studies textbook on R8 and R9. pages R8 and R9. Ask them what they notice about its location (it is located directly near the water). Also have students  locate Seattle, Washington on page 178 of look at page 178 which shows a picture of Seattle today. Ask students to think about all of the fun activities (use the term the social studies textbook to examine how it recreation) people could participate in, living near the water (water skiing, fishing, diving, swimming, boating, etc.) looks today.  think about all of the fun activities which  Ask students to explain to a partner why they would like to live near the water. Share responses with the larger group. people can do living near the water.

 Tell students that water is called a natural resource because it comes from the earth.

Day 3:  interpret a web describing natural resources. Guided Practice  Understand the examples of natural  Introduce the term natural resources by drawing a web on the board or overhead. Give examples of natural resources resources. SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 19 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. when creating the web and explain to students how natural resources help a community grow. Give the example of the  explain how the natural resource water can natural resource of wood (lumber) and how Seattle grew because of this natural resource. Ask students to pair share help a community grow. ideas about how water might help a community grow (more recreation activities and more jobs in the shipping and fishing  write down the name of two natural industries). resources (wood and water) and discuss how these two resources would help a  Have students write the name of two natural resources (water and wood). Have students discuss how these two natural community grow. resources would help a community grow.  share responses with the larger group.  Allow students to share their responses to the larger group. Write student responses on a chart paper titled, How Natural  read the class student responses for How Resources Help a Community Grow. Have students read all of the class responses together. Natural Resources Help a Community Grow and write a paragraph about this topic.  Guide students to summarize what was read and write a short paragraph with the same title, How Natural Resources Help a Community Grow.

Days 4: Independent Practice  Have students draw a picture of the natural resource which they think is most important on an 8X11 sheet of construction  draw a picture of a natural resource which is paper or tag board. Ask students to write down at least 3 reasons why they think this natural resource is most important. most important.  give 3 reasons why the natural resource is  Guide students to create a commercial convincing the audience that their natural resource is the most important to save. most important. Students may work in groups of 3 to create their commercial and then perform in front of the class.  create and role play a commercial with a student group.  describing the most important natural resource. Day 5: Extension  participate in a cooperative group to think of  Have students participate in cooperative groups to think of a plan to save the trees in the Seattle, Washington area. a plan to save the trees in Seattle, Washington.  Students should state the problem given by the teacher: Man is cutting down the beautiful trees in Washington state.  participate in a cooperative group to solve a Give each group the same problem and have each group solve this problem. problem related to the trees being cut down in Seattle, Washington.  Ask students to create a plan for saving the trees (a natural resource). Begin the discussion by asking students to think of discuss and create a plan for saving trees. other materials that could be used in the place of wood (lumber). Vocabulary: Resources:  logging (tala) Communities/Comunidades  lumber (madera) Unit 3 Chapter 6  port ( puerto) Lesson 2  industries (industrias)  A Water Community pp. 178-181  shipping (emparque)  natural resources (recursos naturales) SUPPLEMENTAL RESOURCES  physical environment (ambiente fisico) Workbook p. 39 Transparency 22 Quick Study pp. 36 and 37 Every Student Learns Guide A Water Community pp. 70-74 SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 20 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies Plus! A Hands-On Approach Short-Term Project – Come to Seattle! p. 63

Assessment Book

Test Talk Book

TAKS Practice Book Internet Resources PowerMediaPlus » Digital Scott Foresman Social Studies SAISD Social Studies Website Rubi Star for Creating Rubrics

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support? How did the water around Seattle help it grow?  Guide students to look through magazines and books to find pictures of water communities. Have A. Its port was a place where ships could come and students compare the pictures and orally explain go from around the world. how the water communities are alike and different. What do you do for students who master the B. Airplane factories and computer companies learning needed water to build their products. quickly?  Guide students to complete the Short-Term Project C. People who enjoyed water sports moved to on page 62 of the Social Studies Plus! A Hands-On Seattle to be near the ocean. Approach where students create a Fanciful House. Students will design a fanciful house for a waterside D. Loggers could make money and build their community. Perhaps the house would have lots of businesses by sailing on the ocean. windows.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 6: A Crossroads Community Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Communities are sometimes built where many roads, railroads, and air routes come □ Identify the human characteristics of places such as landforms, bodies of water, together. These communities are called crossroads communities. natural resources and weather. (K-2) □ Indianapolis, Indiana is a crossroads community. □ Locate places of significance on maps and globes such as the local community, □ The people who first founded Indiana were the Miami and Delaware Indians (Native Texas and the United States. (K-2) Americans. □ Express ideas orally based on knowledge and experiences. (K-2) □ The Native Americans settled there because the farmland and the climate were □ Create and interpret visuals including pictures and maps. (K-2) good for growing crops. □ Obtain information about a topic using a variety of visual sources such as pictures, □ The first U.S. highway came through Indianapolis. It helped people move west. symbols, television, maps, computer images, print material and artifacts. (K-2) □ Indianapolis is one of the biggest cities in the country that people can not get to by boat. The arrival of the railroad in 1847, more and more people moved to Indianapolis.

Essential Questions □ How would you describe a crossroads community? □ How has Indianapolis, Indiana changed over time? Why? □ Why did people settle in Indiana, Indianapolis? □ What type of transportation helped Indiana, Indianapolis grow? □ Why would people want to live in a crossroads community? The Teaching Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will… Day 1: Activating Prior Knowledge I can: Ask students to think of the many types of transportation. Write student responses on chart paper for all students to see and  think about and list different types of then read chorally. Ask students if San Antonio has many types of transportation. Underline the types of transportation that transportation. San Antonio has.  determine the types of transportation in San Antonio. Day 2:  draw a picture of many highways crossing Hook each other, along with railroad tracks and air  Ask students to draw a picture of many highways crossing each other, along with railroad tracks and air routes (use a routes (using a dotted or broken line to show dotted line for the air routes) in the center of a large sheet of chart paper. Have students work in groups to do this. Ask the air route). students, What would be the effects of many highways, railroads and air routes? Tell students that their drawings are  participate in groups to illustrate the picture. examples of what we call a crossroads community-communities sometimes built where many roads, railroads, and air routes come together in one place. Have students write and then read the words Crossroads Community on the  determine the effects of having many illustration. Have students respond to the following reader response stem, I would like to live in a crossroads community highways and railroads and air routes at the because. . . center of a community.  respond to the following reader response stem, I would like to live in a crossroads community because. . . Day 3: Guided Practice  find out more about a crossroads community

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Ask students to find out more about a crossroads community (the name of a crossroads community, the reason it was (the name of a crossroads community, the settled, and the types of transportation found—reading for a purpose). Tell students to read pages 186-189 in the social reason it was first settled in the past, and the studies textbook to find out this information. Ask students to write down the responses when they find the answers. types of transportation found in the  Draw a web on the board or overhead with the term, Crossroads Community in the center. Ask students to explain the community). things which make up this type of community and fill in the outer circles of the web.  assist the teacher in filling in the web titled,  After filling in the web, show students how to write a summary explaining the term, Crossroads Community. Have  Crossroads Community. students read the summary orally.  understand what a summary is reading a  Guide students to work with a partner to answer the following questions, How would you describe a crossroads summary that the teacher has written and community?, Why did people settle in Indianapolis, Indiana long ago? How has Indianapolis, Indiana change over read the summary orally. time?  work with a partner to answer the following Why would anyone want to live in a crossroads community? questions, How would you describe a crossroads community?, Why did people settle in Indianapolis, Indiana long ago?, How has Indianapolis, Indiana changed over time? Why would anyone want to live in a crossroads community? Days 4: Independent Practice  create guideposts (often used as  Guide students to complete the activity in the Social Studies Plus! A Hands-On Approach on page 12—titled, A Long, crossroads) to show distances to nearby Long Way From Home! Students will imagine that their community is at the center of the world, with guideposts at its towns. main intersection showing distances to well-known destinations. Continue following the directions on page 12.  explain the project to different student Students will explain their project to different student groups. groups.  After students complete this activity, they can create a community motto for a crossroads community-see page 13 in the  create a motto for a crossroads community Social Studies Plus! A Hands-On Approach. Share mottoes and post on a bulletin board. Explain the motto.  share the mottoes with the class and post on a bulletin board. Day 5: Extension  Guide students to participate in cooperative groups (Marzano) to find more information about Indianapolis, capital of  participate in a cooperative group to find Indiana. Have students create a poster about this crossroads community and include the following: Title, pictures of the more information about Indianapolis, the community with captions, explanation of Indianapolis being a crossroads community and at least 5 new important facts capital of Indiana. about Indiana.  create a poster about the crossroads  Have students explain their poster to the class. community, Indianapolis, Indiana and include at least 5 new important facts about Indianapolis. Vocabulary: Resources:  crossroads (cruce de caminos) Scott Foresman Social Studies Textbook –  route (ruta) Communities/Comunidades  plains (llanuras) Unit 3 Chapter 6 Lesson 3  Underground Railroad (Tren Clandestino)  A Crossroads  National Road (camino Nacional) Community pp. 186-189

SUPPLEMENTAL RESOURCES

Workbook p. 41

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Transparency 23

Quick Study pp. 38 and 39

Every Student Learns Guide A Crossroads Community pp. 74-77

Social Studies Plus! A Hands-On Approach Short-Term Projects - A Long, Long, Way From Home p. 12

Internet Resources PowerMediaPlus » Digital Scott Foresman Social Studies SAISD Social Studies Website Rubi Star for Creating Rubrics Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support? Why did Indianapolis, Indiana become a crossroads  Have students bring in small toy cars, airplanes, community? It— and railroad cars. Create many roads, air routes, and railroads which cross each other on a large A. had the first U.S. highway and now has seven sheet of butcher paper. highways leading out of the city.  Guide students to use their toys to travel across the routes. Explain to students that this type of B. had the first Native Americans settle the area. community is called a crossroads community. C. is located in the middle of the state.  Ask students why they might like to live in a crossroads community. D. has many crosses on the streets. What do you do for students who master the learning quickly? Guide students to create a chart which lists the advantages and disadvantages of living in a crossroads community.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 7: An English Community Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ English explorers came to present-day Virginia and built communities. □ Identify the human characteristics of places such as landforms, bodies of water, □ The first English settlers arrived in present-day Jamestown to seek their fortune. natural resources and weather. (K-2) □ John Smith was the leader of the Jamestown settlement. □ Locate places of significance on maps and globes such as the local community, □ The first representative assembly met in Jamestown to form a government that Texas and the United States. (K-2) would work for all of Virginia. □ Express ideas orally based on knowledge and experiences. (K-2) □ Jamestown today is a national historic site. □ Create and interpret visuals including pictures and maps. (K-2) □ Pocahontas helped the English settlers by taking food to them and saving John □ Obtain information about a topic using a variety of visual sources such as pictures, Smith’s life. symbols, television, maps, computer images, print material and artifacts. (K-2)

Essential Questions □ Why did the English explorers build their community in Jamestown? □ How did John Smith become the leader of the Jamestown community? □ How did the English settlers form their own government? □ How is Jamestown different today from the way it was in 1607? □ Why do people remember Pocahontas? The Teaching Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will… Day 1: Activating Prior Knowledge I can: Show pictures of Jamestown to students using the social studies website. Ask them to describe what they see and if the  look at pictures of the Jamestown community pictures show the past or present. Show students where Jamestown, Virginia is located on a United States map. Tell on the social studies website or in the social students that the first English settlers arrived in Jamestown in 1607. Have students figure out how many years ago this was. studies textbook. Discuss the terms years, decades, and centuries.  locate Jamestown, Virginia on a United States map. Day 2:  figure out how many years ago 1607 was. Hook discuss the words years, decades,  Have students read page 231 in the social studies textbook, and give students their roles of the English settlers,  centuries, past, present and future when Christopher Newport, John Smith and Pocahontas. Most of the class will be the English settlers. Ask students to think discussing 1607. about what it means when the book says that the English settlers went to Jamestown looking to seek their fortune. With students, create a large Frayer Square to define the meaning of fortune. Ask students to give a synonym for the word,  read page 231 in the social studies textbook seek. Have students discuss the different items which can be considered fortune. Have one student pretend to be and role play the English settlers, Christopher Newport and explain to the group that he is dropping off 105 people from his ship. Follow the same Christopher Newport, John Smith and procedure for John Smith and Pocahontas, reading page 231 to determine what each person might say. Pocahontas.  discuss the term fortune, and what it meant  Upon completion of the role play, have students write a paragraph summarizing page 231. Guide students to be able tell when the book mentioned that the English why the English explorers settled in Jamestown in 1607. settlers were seeking their fortune.

Day 3: Guided Practice  create a matchbook foldable for the  Guide students to create a matchbook foldable for the vocabulary words including the word and picture on the front and vocabulary words settlers, settlement , SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 25 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. the meaning of the word inside the foldable (Marzano-nonlinguistic representation). Have students share their meanings. representative, government, and fortune and share the word meanings with a partner.  Guide students to use a Tea Party strategy (kinesthetic activity in which each students receives a sentence from pages  guide students to participate in a Tea Party 232 and 233 and walks around the room reading their sentence to at least 3 to 4 other students) to read about the History strategy to read about the history of of Jamestown and Jamestown today. Once students read their sentences to one another, ask students to write down at Jamestown and Jamestown today. least 4 different facts which they learned.  listen to the information in the social studies textbook about Jamestown related to a  Read the pages 232-234 to students orally. Ask students to write down at least 2 reasons the settlers worked on representative government. beginning a representative government. Have students write down their reasons on a small post-it note. Post all of the  discuss representative government and how reasons on a chart paper titled, A Representative Government. Give examples of this type of government –presidential the presidential or mayoral elections are election. examples of representative government.

 Have students read the reasons orally to the large class group.

Days 4: Independent Practice  create an accordion booklet with at least 7  Guide students to create an accordion booklet with at least 7 sections (pages). Have the students tell the story of the sections in correct sequence. Jamestown community. Tell students that one of the sections must include representative government. The last page  include representative government as one should include information explaining what Jamestown looks like today. of the sections in the booklet.  write at least 2 sentences for each section  Write at least 2 sentences for each section. Have students create an illustration for each page which goes along with the (pages) of the booklet. sentences.  create an illustration for each page.  read the booklets about representative  Have students read their stories to each other and explain how the stories are alike and different (Marzano). government and explain how the information presented is alike and different.

Day 5: Extension  Guide students to use the internet to find more information about the Jamestown of the past. Have students create a  use the internet to find out more information bookmark titled, Jamestown - Did You Know? Students should write at least 6 new significant facts related to the settling about Jamestown of the past. of Jamestown. Facts must be written in complete sentences and must be new information not presented in the social  create a bookmark titled, Did You Know? – studies textbook. writing important facts about Jamestown.  share the Jamestown bookmark with at least  Upon completion of the bookmark, students should walk around the room and read their bookmark with at least 3 other 3 other students and compare the new students. Students can compare their new information about Jamestown with each other. information learned.  write 2 things they would still like to learn  When students complete this activity, guide students to use the back of the bookmark to write down 2 facts they would about the Jamestown community still like to learn about Jamestown.

Vocabulary: Resources:  settlers (pobladores) Scott Foresman Social Studies Textbook –  settlement (asentamiento) Communities/Comunidades  representative government (gobierno representative) Unit 4 Chapter 7  fortune (riquezas) Lesson 3  An English Community pp. 230-235

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Pocahontas pp. 236-237

Workbook – p. 51

Transparency - 18

Social Studies Plus! A Hands-On Approach Settle Here! p. 78 Let’s Play Cards and Picture-Story Bands p. 79

Assessment Book

Test Talk Book

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support? The Jamestown community was founded in 1607. This  Guide students to discuss reasons for moving to a was ______ago. new place. Answers may include that parents wanted a better house, neighborhood, school, or A. a few years parents had to move because they wanted to be closer to work, etc. Tell students that the English B. one decade explorers also had reasons for moving to Jamestown. They wanted to seeking their C. one century fortunes). Discuss the similarities and differences between parents settling in new locations to the D. four centuries English explorers settling in new locations. What do you do for students who master the learning quickly?  Guide students to create a plan for survival. Introduce what the term survival means. Have students create a plan titled, 5 steps to survival in Jamestown. Have students read their paper to at least 2 other students.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 8: Women in Communities/Citizenship Third Grading Period CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Ordinary women in the past and in the present have helped shape communities. □ Identify ordinary people who have shaped the community. (k-2) □ Women have modeled good citizenship in their work to change communities. □ Use vocabulary related to chronology, including before, after, next, first, and last. □ Third grade girls can model good citizenship. (K) □ Women who have helped shape communities should be remembered and honored. □ Use vocabulary related to chronology, including yesterday, today and tomorrow (1) past, present, future. (2) Essential Questions □ Express ideas orally based on knowledge and experiences. (K-2) □ How have ordinary women helped change communities? □ Obtain information about a topic using a variety of visual sources such as pictures, □ What are the characteristics of good citizenship? symbols, television, maps, computer images, print material and artifacts. (K-2) □ How can third grade girls model good citizenship? □ Identify characteristics of good citizenship such as belief in justice, truth, equality, □ How did ordinary women in history model good citizenship? and responsibility for the common good. (1-2) □ How should we honor the women who have helped communities? The Teaching Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will…

March is Women’s History Month I can: Day 1:  sing the March the 2nd song. nd nd March 2 , 1836 –Texas Independence Day. Have students sing the song, March the 2 (sung to Frere Jaques).  explain the significance of March the 2nd. March the 2nd, March the 2nd Is the date, is the date Of the state’s birthday Of the state’s birthday Celebrate! Celebrate! Discuss the significance of March the 2nd--the Texas Declaration of Independence was signed on March the 2nd, 1836. This was the formal declaration of independence of the Republic of Texas from Mexico in the Texas Revolution.

Activating Prior Knowledge  think about a woman in the community  Ask students to think about a woman in their lives who has helped the community (family member, neighbor, friend, (family member, neighbor, friend, teacher, teacher, etc.) Have students orally explain what each woman did to help improve the community. Guide students to etc. ). respond to the following in a social studies interactive notebook, I would like to be like _____because. . .Write a list of at  orally explain what each woman did/does least 10 character traits on the board or overhead. Ask students to choose the character traits which describe the woman to help improve the community. they chose. Discuss the importance of having these traits. Tell students that they will be learning about several women in history who have helped change communities.  respond in writing in a social studies interactive notebook, I would like to be like Day 2: ______because. . . Hook Activity  participate in a cooperative group and  Guide students to work in cooperative groups. Ask students to brainstorm ideas about what they would do to help improve brainstorm ideas about what to do to help the community. Have the students write their list on chart paper. improve the community.  Ask students to then look at the list and choose the one that they think is the best idea. Have students explain why they  write the brainstorm list on chart paper. think their idea is the best (justifying responses).  choose the best idea for helping improve  Have each group present their best idea. Write the ideas on sentence strips and post on the wall. The class can then the community with the cooperative group SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 28 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. choose the best one. This can be a Service Learning Project.  justify why the idea chosen is the best idea for helping improve the community.  continue planning this project as a Service Learning Project for the school.

Day3: Guided Practice  Write the vocabulary words on the board or overhead used in a sentence for students to read. Guide students to read the  read sentences with the vocabulary words sentences. Discuss the meaning of the words and ask students if they have heard the words before. for the lesson.   create matchbook foldables for each of the  Guide students to create the matchbook foldables for each of the words. Students will write the word, illustrate a picture vocabulary words and include the word, an and write the meaning of the word in their own words. (Marzano) illustration and the meaning of the word.   listen to a story about Madam C.J. Walker  Read a story about Madam C.J. Walker on pages 312-313 of the social studies textbook. Create a web on the board or and her work. the overhead describing what she did. Explain the meaning of the word, humble as Ms. Walker describes her humble  explain the meaning of the word humble in beginning. Guide students to create a Frayer Square to explain the meaning of the word. a Frayer Square.  create a web on the board or overhead  Follow the same procedure for Helen Keller. Compare the two women and their contributions to communities. Read pages describing her important accomplishments. 272-273 about Helen Keller (Marzano)  create a 3-sided chart with the names  Compare their work to the woman who the students chose as significant in their lives. Helen Keller, Madam C.J. Walker and the name of the woman chosen at the  Have students create a 3-sided chart with the names of Helen Keller, Madam C.J. Walker and the woman they chose. beginning of the lesson.

 Brainstorm character traits of these women and write them on the board or overhead and have students write 4 character  brainstorm character traits on the board or traits for each on the chart. Keep a list of character traits on a poster or chart paper for students to continue to refer to in overhead and select at least 4 character social studies and reading. traits for each woman. Compare how they are alike and different.  Have students explain in writing why they would like to be like one of these women.  explain in writing why I would like to be like one of the women studied in this week’s lesson. Day 4: Independent Practice  create a photo album (a page for each  Guide students to create a photo album (a page for each woman) which describes each woman’s work. Have students woman studied) which describes the work include either photographs or illustrations describing the woman’s work – what they did to improve or change communities. of each woman. Each photo or illustration should include a short summary explaining what the person is doing. Guide students to use the  Include illustrations of the women social studies textbook to locate the information about these women or use selected library books from the school and describing their work –what the person did classroom libraries. to improve or change communities.  Write a short summary explaining what the  Guide students to use their vocabulary words in the photo album (Marzano). person is doing in the picture.  explain how each of the women are  Also have students explain how each of these women modeled good citizenship. modeling good citizenship.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 5: Extension  choose from a list of different women and  After giving a list of at least 10 women and the things they did, have students research one of the women on the list. their accomplishment and research one of Guide students to create a poster/display board about the woman and have students include the following information: the women. Title with the name of the woman, a paragraph describing the significant work in their community, 3 character traits  create a poster/display board about the describing them, a paragraph explaining how they changed life for us today, and a picture of the person. historical woman and include the following information: title-name of the woman, a  Tell students that they can be as creative as they want in creating their poster/display board (which might look like a paragraph describing the woman’s History Fair exhibit). Classes may have outside judges to judge the posters/displays. important work in their community, 3 character traits, a paragraph explaining how they changed life for us today, and a picture of the person.

Vocabulary: Resources:  horizon (horizonte)  tuberculosis (tuberculosis) Scott Foresman Social Studies Textbook – Communities/Communidades  servant (sirvienta)  humble (humilde) Unit 4 –Chapter 8 – Lesson 4 –Meet Helen Keller pp. 272-273

Unit 5 – Chapter 9 – Lesson 3 – Meet Madam C.J. Walker pp. 312-313.

Assessment Book

Test Talk Book

Evidence of Learning College-Readiness Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board What do you do for students who need more “I gain a little, I feel encouraged, I get more support? eager and climb higher and begin to see the  Ask students to think about problems in their the widening horizon. Every struggle is a victory.” community. Examples: graffiti, trash in the

neighborhood, etc. Write student responses on the These words from Helen Keller show how she board or overhead. Have students as a group think SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 30 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. of ways they can solve these problems. Relate to overcame the challenges of being unable to the work of women in history who have helped see, hear, or speak. She learned that many improve communities through their work. people with disabilities didn’t get the chances that What do you do for students who master the she did, so she made speeches around the learning country to raise money to teach the blind. quickly?  Guide students to complete the Problem Solving What Helen Keller did was an example of good— activity on TE page 403 of the social studies textbook where students are asked to follow the Problem-Solving Process to solve a problem- A. friendship. solving scenario which involves a disaster in a community. B. citizenship.

C. ideas.

D. communication.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Third Grade Lesson 9: Folktale Heroes in Communities/Citizenship

Third Nine Weeks CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Enduring Understandings □ Ordinary people can be heroes. □ Identify characteristics of good citizenship such as belief in justice, truth, equality, □ Real heroes have helped communities. and responsibility for the common good. (1-2) □ Real and fictional heroes model good citizenship. □ Identify contributions of historical figures. (K-2) □ There are make-believe (fictional) heroes in American folktales and legends such as □ Use vocabulary related to chronology, including yesterday, today and tomorrow (1) Pecos Bill, Paul Bunyan and Robinson Crusoe. past, present, future. (2) □ Express ideas orally based on knowledge and experiences. (K-2) Essential Questions □ Obtain information about a topic using a variety of visual sources such as pictures, □ What is a hero? What do they do? symbols, television, maps, computer images, print material and artifacts. (K-2) □ Who are heroes in the community? □ What are the characteristics of a folktale? □ What is a good deed? □ How do Pecos Bill, Paul Bunyan and Robinson Crusoe model good citizenship in their stories? The Teaching Plan Instructional Model & Teacher Directions So students can… The teacher will… Day1: I can: Activating Prior Knowledge  explain what a hero might do. Guide students to tell you what they think a hero is. Have them come up with a list of things a hero might do. Brainstorm a list of  brainstorm a list of real-life heroes and real-life heroes. Guide students to discuss heroes in our daily lives. what they do. Day 2: Hook Activity  Read the Pecos Bill story on pages 194 and 195 of the social studies textbook to students. Ask students if this story could  listen to a story about Pecos Bill. happen in real life. Discuss his good deeds and have a conversation about the meaning of deeds. Ask students if they  discuss the meaning of deeds and think have ever practiced performing good deeds in their community. about times that I have performed good  Guide students to tell you the events in the story which are make-believe. Write the sentences on the board or overhead deeds in my community. and have student read the sentences.  determine which story details were real and  Introduce the term, folktale. (For the teacher -Folktales are part of our heritage, values, and mores. In folktales good and which were make-believe. honest characters go from rages to riches, their problems vanish and their lives become full of happiness; evil and lazy  determine the characteristics of a folktale. characters are banished so we no longer have to worry about them.) with a partner, think about a folktale topic to  After giving an explanation of the meaning of a folktale have students work in pairs to think about a folktale topic they  write about and share idea with the class. would want to write about. Share ideas with the class.

Day 3:  think about a person named Paul Bunyan. Guided Practice  explain the meaning of tall tale.  Guide students to turn to page 180 in the social studies textbook and ask them if they have ever heard of Paul Bunyan.  think about a popular folktale and share Discuss the term used in the book, tall tale. Explain the meaning of word and ask students if they have heard any tall tales. with other students. Ask students to share a tall tale with each other-students will make up their own tall tale.  read the poem on page 180 in the social SAISD © 2008-09 – Third Grading Period (Unit 1) Social Studies Third Grade Page 32 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. studies textbook and read about Paul  Guide students to read the poem on page 180 of the social studies textbook and then read the paragraph about Paul Bunyan. Bunyan on the same page. Ask students to retell the information about Paul Bunyan to at least 3 other students. Have  share the information about Paul Bunyan students walk around the room and share the new information about Paul Bunyan with each other and ask students to also with at least 3 other students when walking discuss why they like tall tales. from student to student.  discuss why folktales are fun to read.  Create a graphic organizer with the term tall tales in the center. Fill in the remaining organizer with other tall tale titles.

 Idea: Choose tall tales to read each day during this week or have students try to find tall tales when they go to the library at school or at the community library. Days 4 and 5 Independent Practice and Extention  Guide students to read the short passage about Robinson Crusoe on page 319 of the social studies textbook. Tell  read the passage about Robinson Crusoe students that this is another make-believe (discuss the term fictional character) that formed a community. Review the on page 319 in the social studies textbook. reasons people form communities from past lessons.  review reasons people formed communities and compare to Robinson Crusoe.  Ask students to write a story about a make-believe (student-created) folk hero and have students include the following in  write a story about a make-believe folk the story: Name of the hero, at least 4 things that he/she did to show that he was a hero in a story (review the hero and include the following in the story: characteristics of a folktale at the beginning of the lesson, and details about what happened. name of the hero, at least 4 things that he/she did to show that he was a hero  Have students read their folktales to each other. (good deeds), describing the details in the story about what he or she did.  Idea: Ask students to create a very simple costume for their folk hero (hat, paper bag clothing, and other available  read the folktale to the class. materials which are not costly).  create a simple costume for the folk hero using simple materials. Vocabulary: Resources:  tall tale (cuento) Suggested Literature:  adventure (adventura) Ol’Paul, the Mighty Logger by Glen Rounds,  folk tale (cuento popular) Holiday Publishing  mythical hero (hee roe imaginario)  deeds (hechos) Big Men, Big Country: A Collection of American Tall Tales by Paul R. Walker, Harcourt Publishing Scott Foresman Social Studies textbook Communities/Comunidades Unit 3 - Chapter 6 - Lesson 2  Paul Bunyan p. 180 Lesson 3  Pecos Bill Rides a Tornado pp. 194-195 Chapter 10 - Lesson 1  Robinson Crusoe p. 3l9

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board What do you do for students who need more support? Tall tales are stories about fictional characters. One  Ask students to think about events which have fictional American hero who was a lumberjack and owned happened in stories which are real and those which a blue ox was— are make-believe. Write the student responses on the board and have students explain the A. Paul Bunyan. differences. What do you do for students who master the B. Daniel Boone. learning quickly? C. Johnny Appleseed.  Guide students to use the Internet to research information about Paul Bunyan or Robinson D. Pecos Bill. Crusoe. Ask students to create a bookmark in the shape of the character and include facts about the character that are not mentioned in the book.  Have students share their bookmarks with each other.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.