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Social Studies – Third Grade Unit of Study: Community, Geography, and History Third Grading Period Unit 1 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale The study of geography is essential for students to understand how and why people  People lives are affected by where and how they live. interact with their environment. Studying geography also introduces students to relative location, directions and the characteristics of places such as landforms and bodies of  Communities have changed from the past and will change in the future. water. Studying history and community will help students understand how events and people of the past have affected today’s world. The study of citizenship and the people who exemplify good citizenship is essential for students to understand their role as  We can learn from the good deeds of citizen heroes in the past and in the responsible citizens in a community. present. Lessons for this Unit  Lesson 1 – What Is Your Community’s Environment? (4 days)  Lesson 2 – The San Antonio Community/History (5 days)  Lesson 3 – People Change Communities/Citizenship(5 days)  Lesson 4 – A Mountain Community/Geography (5 days)  Lesson 5 – A Water Community /Geography (5 days)  Lesson 6 – A Crossroads Community (4 days)  Lesson 7 - An English Community (5 days)  Lesson 8 – Women in Communities/Citizenship (5 days)  Lesson 9 – Folktale Heroes in Communities/Citizenship (5 days) Essential Questions Guiding Questions Guide students to justify their responses to the following questions.  What is the environment?  Is it important for communities to change?  How does the environment affect where people live?  How do people adapt to their environment?  How would you compare San Antonio of the past to San Antonio today?  How can a third grader help improve their community?  How can people in the neighborhood help improve their community?  How have people from the past helped change communities?  What are the advantages and disadvantages of living near the mountains?  What kind of jobs would be available living near the mountains?  Why do people settle in water communities?  What are the advantages and disadvantages of living in a water community?  What are the advantages and disadvantages of living in a crossroads community?  How did crossroads communities begin?  Why did people settle in Jamestown?  What were the significant things that happened in Jamestown that affect us today?  What did Helen Keller and Madame C. J. Walker do which affects us today?  What can we learn from the contributions of Helen Keller and Madame C. J. Walker?  What is a folktale?

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.  What can we learn from folktale heroes?  How can we be like folktale heroes?

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. TEKS TEKS Specificity – Intended Outcome s

t TEKS 3.1 History p

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

o communities over time.

C students. TEKS 3.2 History I can: A. Identify reasons people have formed communities, including a need  describe how individuals, events, and ideas have change communities over for security, law, and material well-being. time. B. Compare ways in which people in the local community and around the world meet their needs for government, education, communication,  identify the reasons people have formed communities, including a need for transportation, and recreation, over time and in the present. security, law, and material well-being. TEKS 3.3 History  compare ways in which people in the local community and around the world A. Use vocabulary related to chronology, including ancient and modern meet their needs for government, education communication, transportation, and times and past, present, and future times. recreation, over time and in the present. B. Create and interpret time lines.  use vocabulary related to chronology, including ancient and modern times and C. Describe historical times in terms of years, decades, and centuries. past, present and future times. TEKS 3.4 Geography  create and interpret time lines related to San Antonio History. A. Describe and explain variations in the physical environment and in landforms, natural resources, and natural hazards.  describe historical times in terms of years, decades, and centuries. B. Compare how people in different communities adapt to or modify the  describe and explain variations in the physical environment and in landforms, physical environment. natural resources, and natural hazards. C. Describe the effects of physical and human processes in shaping the landscape.  describe how people have changed the land around them. D. Identify and compare the human characteristics of selected regions.  identify and compare the human characteristics of selected regions. TEKS 3.5 Geography

A. Use cardinal and intermediate directions to locate places such as the  use cardinal and intermediate directions to locate places such as the Amazon Amazon River, Himalayan Mountains, and Washington D.C. on maps River, the Himalayan Mountains, and Washington D.C. on maps and globes. and globes. B. Use a scale to determine the distance between places on maps and globes.  use a map scale to figure the distance between places on maps and globes. C. Identify and use the compass rose, grid, and symbols to locate places and globes.  identify and use the compose rose, grid, and symbols to locate places on TEKS 3.10 Citizenship maps and globes.  identify the characteristics of good citizenship such as a belief in justice, truth, A. Identify characteristics of good citizenship such as a belief in justice,  equality and responsibility for the common good. truth, equality and responsibility for the common good. B. Identify historic figures such as Jane Addams, Helen Keller, and identify historic figures such as Jane Addams, Helen Keller, Harriet Tubman, Harriet Tubman who have exemplified good citizenship.  who have modeled (exemplified) good citizenship. D. Identify ordinary people who exemplify good citizenship.  identify ordinary people in the community who have modeled (exemplified) good citizenship.  give examples of community changes that result from individual or group decisions

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. TEKS 3.11 Citizenship  identify examples of actions individuals and groups can take to improve the community. A. Give examples of community changes that result from individual or group decisions.  retell the heroic deeds of characters in American folktales such as Pecos Bill B. Identify examples of actions individuals and groups can take to improve the and Paul Bunyan. community.  identify how fictional characters such as Robinson Crusoe created new communities. TEKS 3.13 Culture  interpret oral visual and print material related to the community’s environment, B. Retell the heroic deed of characters from American folktales and San Antonio history, significant people in history and folktales and legends by legends such as Pecos Bill and Paul Bunyan. identifying the main idea, cause and effect and comparing and contrasting. D. Identify how selected fictional characters such as Robinson Crusoe created new communities.  obtain information including historical and geographic about the community, using a variety of print, oral visual, and check understanding. TEKS 3.16 Social Studies Skills  interpret oral, visual, and print material by identifying the main idea, identifying A. Obtain information including historical and geographic data about the cause and effect, and comparing and contrasting when studying about community, using a variety of print, oral visual, and check communities and citizen heroes. understanding.  interpret and create visuals which include graphs, charts, tables, time lines, illustrations, B. Interpret oral, visual, and print material by identifying the main idea,  and maps about communities and citizen heroes. identifying cause and effect, and comparing and contrasting.  use various parts of a source, including the table of contents, glossary, index, C. Interpret and create visuals including graphs, charts, tables including keyword computer searches in various books to locate information about a San graphs, charts, tables time lines, illustrations, and maps. Antonio history and women in history. D. Use various parts of a source, including the table of contents,  use standard grammar, spelling, sentence structure and punctuation when glossary, and index, as well as keyword computer searches, to locate writing the community’s environment, San Antonio history, people in history, and information. folktales and legends.  express ideas orally about the community’s environment, San Antonio history, TEKS 3.17 Social Studies Skills significant people in history and folktales and legends based on prior knowledge and experiences. A. Express ideas orally based on knowledge and experiences.  create written and visual material such as stories, poems, pictures, maps and B. Create written and visual material such as stories, poems, pictures graphic organizers to express ideas about significant people in history and San maps, and graphic organizers to express ideas. Antonio history. C. Use standard grammar, spelling, sentence structure and punctuation.  use standard grammar, spelling, sentence structure and punctuation when learning about community, geography and San Antonio history. ELPS Student Expectations ELPS – Specify – Intended Outcome ELPS 1A – Use prior knowledge and experiences to understand meanings in  Use prior knowledge to learn new language related to community leaders. English. ELPS 1C– Use strategic learning techniques such as concept mapping, drawing,  Use the word wall, flash cards, role playing, illustrating pictures, creating foldables, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level creating graphic organizers, creating maps, and viewing visuals to learn new vocabulary. vocabulary. ELPS 1D – Speak using learning strategies such as requesting assistance, employing  Speak using learning strategies such as requesting assistance, employing non- non-verbal cues, and using synonyms and circumlocution (conveying ideas by verbal cues, and using synonyms and circumlocution (conveying ideas by defining or defining or describing when exact English words are not known). describing when exact English words are not known) to learn about the community and geography.

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. ELPS 1F – Use accessible language and learn new and essential language in the process.  Share information about communities in cooperative learning interactions. ELPS 3E - Share information in cooperative learning interactions.  Demonstrate comprehension when reading the social studies textbook and other ELPS 4I – Demonstrate English comprehension and expand reading skills by social studies resources such as hands-on activities and literature about the employing basic reading skills such as demonstrating understanding of supporting community and geography. ideas and details in text and graphic sources, summarizing text, and distinguishing  Write using newly acquired vocabulary. main ideas from details commensurate with content area needs. ELPS 5B – Write using newly acquired vocabulary. College Readiness Student Expectations College Readiness – Intended Outcomes Social Studies Standards  Analyze the interaction between human communities and the environment when  I.A.3. – Analyze the interaction between human communities and the learning about the community and geography. (I.A.3) environment.  Evaluate the role of government in providing rules for citizens to follow. (I.C.1)  I.C1. – Evaluate different governmental systems and functions.  Engage in scholarly inquiry and dialogue about the community. (I.A.1)  Work collaboratively on assignments and projects about the community and Cross-Curricular Standards geography. (I.E.2)  I.A.1. – Engage in scholarly inquiry and dialogue.  Persevere to complete assignments and projects in this unit. (I.D.4)  I.E.2. – Work collaboratively.  Use effective prereading strategies when reading about social studies. (II.A.1)  I.D.4. – Persevere to complete and master tasks. s

l  Use a variety of strategies to learn about communities and geography. (II.A.2) l

i  II.A.1. – Use effective prereading strategies.

k  Synthesize and organize information about the community and geography. (II.C.5)

S  II.A.2. – Use a variety of strategies to understand the meanings of new words. Foundational Skills  II.C.5. – Synthesize and organize information effectively. Evidence of Learning (Summative Assessment)  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% 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 Guiding Questions Essential Pre-requisite Skills  What is the environment?  Identify the human characteristics of places such as landforms, bodies of water,  How does the environment affect where people live? natural resources and weather. (K-2)  How do people adapt to their environment?  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Remind students that yesterday was the Martin Luther King Jr. holiday yesterday. I can: Ask students to discuss the events which occurred on this holiday and review last  orally discuss the events which occurred on Martin Luther King Jr. holiday. week’s lessons about why Martin Luther King Jr. is still remembered to day.  orally discuss last week lessons about why Martin Luther King Jr. is remembered to day. Remind students that yesterday was Benjamin Franklin’s birthday. Read a book about Ben Franklin and discuss his accomplishments with a classmate.

He became famous for being a scientist, an inventor, a statesman, a printer, a  listen to a book about Ben Franklin and discuss his accomplishments with a philosopher, a musician, and an economist. Today, we honor Ben Franklin as one classmate. of our Founding Fathers and as one of America's greatest citizens. Although he was born in Boston, the city of Philadelphia is remembered as the home of Ben Franklin. In Philadelphia, you can find both Ben's gravesite and the Benjamin Franklin National Memorial. You'll also find The Franklin Institute Science Museum

Day 1: Activating Prior Knowledge  Guide students to read the Calendar Poems on pages 40 and 41 of the Read Alouds and Primary Sources book which describe the weather during the months of January, May, August, and October. Ask students, Do any of these poems describe  read the calendar poems on pages 40 and 41 in the social studies textbook. (3.4A) the climate where you live? Define climate and compare to the meaning of weather. Tell students that they will be talking about physical environment which is the  answer questions about the climate in my environment. (3.4A) landscape of the world around them. Have students work in pairs to brainstorm what might be in their physical environment. Share responses and correct any misconceptions students may have had. Create a word web with the term physical  brainstorm ideas which describe the things which are in the physical environment environment in the center and have students give you examples of the things that are for the teacher to write examples of things in the physical environment in a word in our physical environment. First give some examples of your own so that students web. (3.4A) can understand what the physical environment is. (3.4A)

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. Hook Activity  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 surroundings. Tell students that they will now  listen to a CD of the ocean, pretend to listen to the ocean or just look at a picture move from San Antonio to an island near the ocean. Ask students to tell you what of the ocean. (3.4A) they know about the ocean and its surroundings. Bring in shells, sand, etc. for students to see. (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 have to do to get used to the environment (introduce the term adapt). Ask the questions, How would you adapt to the climate? What  pretend to move to Hawaii and then explain what I would wear, what I would eat, would you wear? What do you think your house would look like? What would you do what my house might look like and what I might do for recreation. (3.4B) for recreation? What would you eat? Ask why after each question. (3.4B, 3.16B)

 Return to the poems read in the Activating Prior Knowledge Activity and ask  read the calendar poems on pages 40 and 41 and explain how the people in the students, What are some of the ways in which the people in the poems are adapting poems are adapting (getting use to) the changes in the weather. (3.4B) to changes in the weather?(3.4B)

 respond to the following reader response: The reason I would like to live on an  Guide students to write in Social Studies Student Interactive notebook to respond island like Hawaii is because. . . (3.17B) to the following reader response stem, The reason I would like to live on an island like Hawaii is because . . . (3.17B) Days 2 and 3: Guided Practice I can:  Read the following, You Are There scenario to students modeled after the one in the social studies textbook on page 142. You are driving through the hill country, you  listen to the You Are There paragraphs in the social studies textbook on page 142 see lots of trees, hills, and deer running through wooded areas and fields. If it is and determine which region is being described. (3.4A) during the summer it is very hot, and the winters are not very cold. You might travel  look at a teacher-made map of San Antonio and the route to the hill country and much further north and there are less hills. You see more flat land. It is windy and west Texas. dusty much of the time and you see more farm land. Ask students, Where are you in the United States? Ask students to look on page 143 of the social studies textbook  define and use the term route when reading and interpreting maps. to figure out the region that is being described. (Answer: Southwest Region. Explain to students that the hill country is just outside of San Antonio, and as someone would travel north they would be traveling to North and West Texas where the land is more flat and it is windy). (3.4A; 3.5C)  Using a large sheet of butcher paper draw a map showing the location of San Antonio and the route to the hill country such as Fredericksburg and then on to west Texas. Define the word route and continue to use the term when reading and interpreting maps.

 Have students look at the map with the United States regions on page 143 of the  look at the map on page 143 of the social studies textbook with the U.S. regions social studies textbook and to also look at a United States map with the states (they and another U.S. map without the regions and explain the states that are in each may use the map in the back of the book of the social studies textbook. Ask students region. (3.4A, 3.5A, C) to explain which states are in each of the regions also asking them to describe the type of landforms in this region. (3.4A; 3.16C)  create a large floor U.S. map and label with different regions.

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.  Have students create a large floor United States map and label with the different  explain the meaning of the following vocabulary words: region, environment, regions. Have students explain the meaning of the following vocabulary words: landform, adapt and climate using a matchbook foldable(3.4A,B) region, physical environment, landform, adapt, and climate using the matchbook foldable idea where students write the word on the outside along with a picture of the  discuss how the vocabulary words region, physical environment, landform, adapt word and the meaning of each word on the inside of each foldable (Marzano- and climate are related after reading teacher created sentences explaining the nonlinguistic representation for vocabulary). Students will discuss how the words are meaning of the words. (3.4A,B) related to each other after reading teacher sentences explaining what the words mean in the context of sentences. Students will create a layered foldable for each of  create a layered foldable to include all of the words, a sentence with the meaning the words, writing a sentence with their own meaning and an illustration for each of the words and an illustration for each word. (3.4A, B;3.16C) word. (3.4A, B, C)

 Ask questions such as, Why would people want to live near or in the mountains?  explain why people might want to live near the mountains, near the water-lake, Why would people want to live near the water –near a lake, river, beach etc? How do river, beach and how people change the land where they live. (3.4A,B) people change the land where they live? (3.4A, B, C)  work in partners to discuss how we would adapt to the environment in Alaska - Day 4 clothes, homes, recreation, traveling from place to place, etc.  Guide students to work with a partner. Tell students to pretend that they will be moving to Alaska where the weather is very cold most of the time. Have students locate Alaska on a map and/or globe. Ask students to talk to each other to discuss how they would have to adapt to living in Alaska- clothes, homes, recreation, traveling from place to place, etc. Guide students to look on the Internet to find pictures and  look on the Internet to find pictures and information about Alaska. information about Alaska.  Have students create a chart titled, Comparing Life in San Antonio & Alaska, and have students orally discuss their charts with each other. Students may have the choice to create a chart independently or work with a partner to complete their chart.

Comparing Life in San Antonio & Alaska San Antonio Alaska clothing  create a chart titled, Comparing Life in San Antonio & Alaska and fill in the chart recreation either independently or with a partner. food landforms language  upon completion, orally explain the chart to each other.

 Guide students to write a paragraph explaining how they had to adapt to life in Alaska and the reasons their clothing, recreation and food would be different (remind  write a paragraph explaining how we would have to adapt to life in Alaska and give students to use the terms, weather, different, adapt, physical environment, geography reasons that our clothing, recreation, food, landforms, and language would be in their paragraph. different.  Have student read their paragraphs orally in student groups.  read our paragraphs orally in student groups.

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. DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Guide students to illustrate a picture of their neighborhood community. Explain the Content Objective: term, environment and have students explain what they see in their neighborhood  Students will compare how people in different communities adapt to or modify the environment. Have students begin their explanations with, In my neighborhood physical environment. environment you will see. . . Language Objective: What do you do for students who master the learning quickly?  Students will orally explain how people in different communities adapt to or modify  Guide students to choose one of the natural resources studied in the lesson. Ask the physical environment. students to think of 10 create ways to save this resource. Students may create a College Readiness Objectives Addressed in this Lesson poster titled, Ways to Save the Earth. Students may present their poster to the larger  Students will engage in scholarly inquiry and dialogue about the community’s student group. environment. (I.A.1.)  Students will work collaboratively to complete work related to the community’s environment. (I.E.2.)  Students will persevere to complete and master tasks related to the community’s environment. (I.D.4.)  Students use a variety of strategies to understand the community’s environment. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  analyze  justify  region (region) Scott Foresman Social Studies Textbook Communities/Comunidades  physical environment  answer  identify (ambiente fiscico)  apply  infer Unit 3 -Chapter 5  climate (clima)  arrange  interpret Lesson 1 - What is Your Community’s Environment pp.142-149  landform (accidente  classify  invent Workbook pp. 32-34 geografico)  check  list Transparency 23  ecosystem (ecosistema)  choose  locate  combine  map  adapt (adaptarse) Every Student Learns Guide  compare  measure What Are Communities?; Physical Environments Around the World pp. 48-49  complete  organize  conclude  paraphrase What is Your Community’s Environment pp. 54-57  construct  plan Quick Study p. 30  contrast  predict  define  prepare Social Studies Plus! A Hands-On Approach  demonstrate  present Short-Term Projects – Physical Environments  describe  prioritize pp. 56-57  design  produce  develop  propose Read Alouds and Primary Sources  distinguish  prove Calendar Poems pp. 40-41  draw  rank Assessment Book  estimate  select TAKS Practice Book  explain  sequence Test Talk Practice Book  evaluate  solve  find  summarize Internet Resources  gather  support Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  generalize  use Rubi Star for creating Rubrics SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 9 of 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.  give Britannica Online http://school.eb.com examples http://spanish.eb.com

TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ EBSCO http://search.epnet.com http://www.learn360.com Scott Foresman Social Studies Evidence of Learning College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board One way people adapt to their environment in cold weather is that they wear sweaters and coats. The word adapt means to-- A. fix the environment B. change everything in the environment. C. help people with winter clothes. D. adjust to the surroundings.

http://www.eugenewei.com/images/tdf2003/thumbs/far m-field-rows.jpg How can people change the physical environment of this land? By-- A. moving it to another location. A. changing the climate. B. building cities across the land. C. 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 Unit 1 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How would you compare San Antonio of the past to San Antonio today?  Identify the human characteristics of places such as landforms, bodies of water,  How has San Antonio’s history affected life today? natural resources and weather. (K-2)  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Day 1: Activating Prior Knowledge I can:  Show pictures or images of the San Antonio Missions (see the Social Studies website  identify and describe pictures of San Antonio history which include the missions (the under images). Ask students if they know what the images describe. Also ask first mission-the Alamo). (3.2A, B; 3.3A, C) students if they have ever visited any of the missions. Tell students that the first mission to be built was the Alamo and that the Spanish built the first mission in San Antonio in 1718 (have students figure out how many years ago this was). Use the  explain in writing what is known about the history of San Antonio in a social studies terms past, present, years, decades, and centuries as you discuss the missions. Ask student interactive notebook. (3.2A,B; 3.3A, C) students if they know of any the history of the Alamo. Ask students to dictate sentences with statements explaining any of the facts they know about the history of San Antonio. Ask students to write in their Social Studies Interactive notebook to explain what they know about San Antonio History.(3.2A,B; 3.3A,C)

Day 2: Hook Activity  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  describe real objects (realia) related to Fiesta San Antonio. pins, small parade floats, cascarones, posters advertising Fiesta, pictures in magazines or brochures advertising Fiesta, etc. Place these items on a table and  explain why San Antonio has a Fiesta celebration on a post-it-note. ask students what these 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. listen to the facts about the history of Fiesta San Antonio. (3.3A, C) Share responses with the class. Facts about Fiesta to share with students: Fiesta  San Antonio is one of the largest and oldest celebrations in Texas. Over 100 years ago, a simple flower parade began this custom. It was the beginning of what is now  write about why San Antonio has a celebration called, Fiesta. a ten day celebration. What started as a simple parade, is now called, the “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, Texas gained independence

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. from Mexico. The idea was to have a parade to honor these heroes. What started with one 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  interact with the Word Wall daily to determine meanings of words and to continually on different colors to show they belong in different categories. use the words in oral and written forms.

 Guide students to create a graphic organizer (History of San Antonio in the center)  create a graphic organizer describing the history of San Antonio (significant events). and the significant events which occurred in San Antonio through history use the (3.1A, 3.3A, C, 3.17A) terms past, present, years, decades and centuries and discuss orally. Have students work in pairs to create the graphic organizer. Facilitate this activity by walking around work with a partner to fill out the San Antonio History graphic organizer. (3.1A, 3.3A, the room and helping students fill in the organizer. Discuss the significant events as  students are filling in their organizer. (3.1A, 3.2A, C, 3.17A) Day 2: Guided Practice  Guide students to sequence a History of San Antonio time line (with the dates and  participate in a hands-on activity-History of San Antonio time line, sequencing the events cut up in pieces). Have students work with a partner to place the events in events in San Antonio history in correct sequence. order. Tell students that they might want to place the dates in numerical order first, then place the events next to the dates. Facilitate this activity by walking around the  answer questions about the San Antonio History time line. room and checking the correct sequence of events, giving students clues as to what goes next. Give students the correct 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.

 Tell students to refer to the time line and ask them, What happened after the Spanish built the first mission (the Alamo)?

 Students should be able to see the time line and respond by saying that the Canary Island settlers claimed their right to settle and own land on the San Antonio River.

 Ask students to retell the correct sequence of San Antonio History to a partner using  use the terms first, second, third, next, then, today, finally, past, and present when the terms, first, second, third, next, then, today, finally, past, and present. discussing San Antonio History.

Day 3:  participate in a Tea Party (walking around the room reading sentences about the  Guide students to participate in the Tea Party strategy (Using the passage about the Canary Islanders to at least 3 students). Canary Islanders (on the social studies website under Teacher Resources, Grade 3),  write down what was learned about the Canary Islanders. 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.  answer questions about the Canary Islanders, especially those which are about the government of the Canary Islanders. SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 12 of 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.  Students walk around the room to read their passage to each other. Students read their sentence to at least 3 different students). When students complete this activity,  determine the meaning of the words decades and centuries. they are to write down what they learned and discuss the information with a partner. Ask 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 term centuries and its meaning. Also introduce the meaning of decades. Ask students, How many decades are there in 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 the Missions of San Antonio which  Guide students to read the passage, The Establishment of the Missions of San explains why the missions were started and the people who were part of the missions. Antonio –social studies website. Give students choices in reading the passage— independent, echo, listening station, etc.  create a foldable about one of the missions, writing important facts about the missions  Guide students to create a foldable illustrating one of the missions, and have which might include, Why the missions were established, who lived in the missions students write down the important facts about the missions as follows: Why they and the reasons for living there and other questions about life in the missions. were established? Who lived in the missions and why? And other questions which require students to think about mission life.

 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 past I would have. . .

Day 5: Extension (this can also be used as the week’s homework)  Guide students to create a cereal box about the history of San Antonio-front of the  create a cereal box about the history of San Antonio which will include a time line box (San Antonio of the Past), back of the box (San Antonio today). Students should about the history of San Antonio, picture of the Alamo noting that it was the first include the following information about San Antonio: Time line of San Antonio mission, information about the Canary Islanders being the first to establish a civil history, picture of the Alamo noting that it was the first mission, information about the settlement (government) and other information which students think are important. Canary Islanders being the first to begin a civil settlement (government), and other information which the students think are important.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Guide students to create a simple time line of San Antonio history. Assist students Content Objective: with the sequence of events in San Antonio history. Have students illustrate a picture  Students will identify reasons people have formed communities, including a need for for each year. Tell the sequence of history as a story. Once students have security, law, and material well-being. completed their time line, have students orally explain the history of San Antonio to at Language Objective: least 3 different classmates.  Students use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary related to San Antonio History.

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. What do you do for students who master the learning quickly? College Readiness Objectives Addressed in this Lesson  Guide students to create a brochure about San Antonio history. Have students  Students will engage in scholarly inquiry and dialogue about San Antonio history. include a time line of San Antonio history and a section in the brochure which (I.A.1.) explains why people would want to visit San Antonio today.  Students will work collaboratively to complete work related to San Antonio history.  Have students share their brochures with classmates, comparing and contrasting the (I.E.2.) information.  Students will persevere to complete and master tasks related to San Antonio history. (I.D.4.)  Students use a variety of strategies to understand the history of San Antonio. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  civil government (gobierno civil)  analyze  justify Suggested Literature:  mission (mision)  answer  identify Rigby Publishing Company  established (establecida(o))  apply  infer San Antonio: The River City past (pasado) arrange    interpret Scott Foresman Social Studies textbook- Communities/Comunidades  present (presente)  classify  invent Unit 4 Chapter 8  future (futuro)  check  list Lesson 1  decades (decades)  choose  locate Use a Time Line pp. 248-249  centuries (siglos)  combine  map SUPPLEMENTAL RESOURCES  compare  measure Time for Kids Selections written by the Social Studies Department and on the  complete  organize Social Studies website  conclude  paraphrase A Journey into San Antonio’s Past  construct  plan The Establishment of the Missions in San Antonio  contrast  predict Fiesta San Antonio- A Celebration of San Antonio’s Past  define  prepare Social Studies Website – 3rd Grade  demonstrate  present The Canary Islanders passage  describe  prioritize San Antonio History Time Line  design  produce Social Studies Plus! A Hands-On Approach  develop  propose Short-Term Project – Past and Present p. 19  distinguish  prove Writing Projects – My Favorite Place p. 14  draw  rank Long-Term Project – Bring It Together (Create a model brochure of the way San Antonio looked in the past)  estimate  select  explain  sequence Internet Resources  evaluate  solve Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html Rubi Star for creating Rubrics  find  summarize Facts on File http://www.fofweb.com/subscription  gather  support Britannica Online http://school.eb.com  generalize  use http://spanish.eb.com  give examples World Book http://www.worldbookonline.com TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ EBSCO http://search.epnet.com Scott Foresman Social Studies http://www.learn360.com

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 Formative Mini Assessments Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board ______built the missions to strengthen its hold on The first community settled by the Canary Islanders Texas. formed the first civil settlement in San Antonio by electing A. Spain a mayor. This government was created because the B. France community needed-- C. Mexico A. community services. D.Canada B. rules and laws. C. education. D. recreation.

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 Guiding Questions Essential Pre-requisite Skills  How can a third grader help improve their community?  Identify ordinary people who have shaped the community. (k-2)  How can people in the neighborhood help improve their community?  Use vocabulary related to chronology, including before, after, next, first, and last. (K)  How have people from the past helped change communities?  Use vocabulary related to chronology, including yesterday, today and tomorrow (1) past, present, future. (2)  Express ideas orally based on knowledge and experiences. (K-2)  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)  Identify characteristics of good citizenship such as belief in justice, truth, equality, and responsibility for the common good. (1-2)  Identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community, state, and nation. (2) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Day 1: Activating Prior Knowledge  Guide students to brainstorm a list of people who have helped communities in the past and in the present. Students might give names of community or family members and/or historical people. Give students examples (in the local community) I can: of such people, Raul Jimenez and what he did to have the Thanksgiving dinner  brainstorm a list of people who have helped communities in the past and in the present. each year for senior citizens or for anyone in need of a meal. Remind students of the work of Martin Luther King, Jr. Ask students if they have anyone in their  think of people in the neighborhood community who are always trying to improve the community who is always trying to improve their community in some way –by community in some way. speaking up for people’s rights, cleaning up the neighborhood, helping others in the community, etc. Have students share their responses with the larger group and write the 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.  respond to the reader response stem, I can help improve my community by . . .

Day 2: February is Black History Month- Read books during the week about famous Black Americans. Have students complete products about their favorite Black Americans to include bookmarks, foldables, dioramas, etc. and have them present their product to the class. I can: Hook Activity  listen to a story about Rosa Parks.  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  role play the story of Rosa Parks along with other classmates. story. Create a simulation by arranging the chairs as though they were seats on a  respond to the reader response, If I had been Rosa Parks, I think I would have. . . bus. Guide students in the role play by telling them what happened to Rosa Parks.

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. After the role play, have students respond to the reader response stem, If I had been Rosa Parks, I think I would have. . . Guide students in a discussion about fairness, Ask students if Rosa Parks was treated fairly.  understand that we celebrate Black History 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 begin creating a class “Fairness” book.  create a class “Fairness” book which will created in class and for homework. Students may work on this project each day for homework. Upon completion have the students read their book to another class.  Tell students that through history, there have been many African-Americans who  read the “Fairness” book to another class. have helped change communities just as Rosa Parks did. Explain to students that we must celebrate their contributions to history everyday, and that February we  explain how ordinary people work for the common good of the community. celebrate Black History. Tell students that we will be studying about Thurgood Marshall and Langston Hughes who were also important people who helped change communities. Explain how these people were working for the common good of the  create a popsicle puppet of a favorite African American in history. 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 the class.

 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. Day 3: Today is Groundhog Day - Explain the significance of this day to students. Groundhog Day, celebrated across the United States and Canada, on February 2, is purely a North American tradition. It is based on a belief that on this day (February 2) the groundhog, or woodchuck, comes out of hole after winter hibernation to look for its shadow. If the shadow is seen, it's a sunny day. And the groundhog foretells 'six more weeks of bad weather' and thus a lingering winter. But spring is coming if no shadow is seen because of clouds. The groundhog then behaves accordingly. It goes back into the hole if the weather turns bad, but stays above ground if spring is near.  help the teacher fill in the information about Rosa Parks, Harriet Tubman, Thurgood Guided Practice Marshall and Langston Hughes on a large poster-sized chart to include the person’s  Guide students to create a large poster-sized chart with the following names: Harriet important work, how they helped change our lives today and 4 character traits. Tubman, Thurgood Marshall and Langston Hughes on the top of the chart. On the side of the chart include: important work, how they changed our lives today, 4  pretend to be one of the following: Rosa Parks, Harriet Tubman, Thurgood Marshall or character traits. Fill out the chart with the students and discuss their work. Langston Hughes and write a diary entry about what is happening on a day in their life.  Upon completion of the chart, post the chart on a bulletin board. During the year, add more names.  Have students pretend to be one of these people. Ask students to write a diary  read the diary entry to student groups. entry –what is happening on a day in their life. Have students use the social studies textbook to find information about these people.  Ask students to read their entry to student groups in a rotation. Day 4:  create a book cover describing the highlights of one of the persons studied in this weeks Independent Practice lessons – Rosa Parks, Harriet Tubman, Langston Hughes, or Thurgood Marshall. SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 17 of 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.  Guide students to choose one of the African-Americans studied this week. Have  read my book about a famous person during the month of February. students create a book cover describing the highlights of this person. Show students books which have a summary inside of the book which gives a summary of the book. Ask students to write a summary of what the book might be about. Model this with students by choosing one of these people and show students what you would do.

 Have students read their book throughout the month of February which is Black History month.

Day 5: Extension  Have students write 5 interview questions which they might ask this person if they  write 5 interview questions which could be asked of a historical person. were alive. Edit the questions, have students revise the questions. Give the questions to different students in the class. The students are to pretend they are  edit the questions from the teacher corrections. the historical person and answer the questions. Share with the class.  give the interview questions for students to answer—other students are to pretend they are one of the historical characters. DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Ask students to discuss what it means to them by being a good citizen at school. Allow Content Objective: students to talk to each other about this. Write responses on the board or overhead.  Students will identify examples of actions individuals and groups can take to  Explain that people from the past modeled good citizenship, and this is the reason they are improve the community. remembered. Give an example of a person who is remembered such as Rosa Parks or Language Objective: Harriet Tubman and their work.  Students will orally explain to classmates if Rosa Parks was treated fairly. What do you do for students who master the learning quickly? College Readiness Objectives Addressed in this Lesson  Guide students to create a good citizen award for a one of the historical people studied this  Students will engage in scholarly inquiry and dialogue about people changing week. Create the award so that it will include the person’s significant accomplishments communities. (I.A.1.) and a title for the award.  Students will work collaboratively to complete work related to people changing communities. (I.E.2.)  Students will persevere to complete and master tasks related to people changing communities. (I.D.4.)  Students use a variety of strategies to understand how people change communities. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary: Resources:  common good  analyze  judge Suggested Literature: (bien comun)  answer  justify Rosa by Nikki Giovanni, illustrated by Bryan Collier Dear Mrs. Parks, A Dialogue With Today’s Youth, by Rosa Parks with Gregory J.  contributions  apply  identify Reed (contribuciones)  arrange  infer  justice (justicia)  classify  interpret Scott Foresman Social Studies textbook- Communities/Comunidades  fairness (justica)  check  invent Unit 2 – Chapter 3 – Lesson 4 – Meet Langston Hughes pages 96-97  equality (equalidad)  choose  list Unit 3 – Chapter 6 – Lesson 3 – Harriet Tubman page 190  rights (derechos)  combine  locate Unit 6 – Chapter 11- Lesson 2 – Section about Rosa Parks on page 370 and Thurgood Marshall on page 371 SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 18 of 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.  compare  map  complete  measure Social Studies Plus! A Hands-On Approach Citizenship (Fairness) page 38  conclude  organize  construct  paraphrase Internet Resources:  contrast  plan Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  define  predict Rubi Star for creating Rubrics  demonstrate  prepare Britannica Online http://school.eb.com  describe  present http://spanish.eb.com  design  prioritize TeachingBooks net Sharing the Spirit of Books and Reading  develop  produce http://teachingbooks.net/home/  distinguish  propose EBSCO http://search.epnet.com  draw  prove Scott Foresman Social Studies  estimate  rank http://www.learn360.com  explain  select  evaluate  sequence  find  solve  gather  summarize  generalize  support  give examples  use Evidence of Learning College-Readiness Formative Mini Assessments Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board When people do things for the common good of the community, they are doing things for the good of— A. only a few people in the community. B. only government leaders. C. communities outside of the United States. D. everyone in the community.

www.americaslibrary.gov/.../aa/ tubman/aa_tubman_subj_m.jpg

This woman was born a slave. She escaped from slavery, and then risked her own life to lead hundreds of other slaves to also escape slavery. Her name was-- 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 Unit 1 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What are the advantages and disadvantages of living near the mountains?  Identify the human characteristics of places such as landforms, bodies of water, natural  What kind of jobs would be available living near the mountains? resources and weather. (K-2)  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning 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  think of and identify with stories which took place in the mountains. mountains. Allow students to name the stories and to explain what the characters in  explain what it might have been like to live in the mountains. the stories did in the mountains. Discuss the differences between hills and  discuss the differences between hills and mountains. mountains. Ask students to discuss what people might do for recreation in the  describe the things people might do for recreation in the mountains. mountains (mountain climbing, snow skiing, camping, hiking, etc.). Using the internet or magazine pictures, display images of mountains and compare to hills. (3.16A) Day 2: Hook Activity  identify the areas of the United States which have mountains.  Guide students to look at pages R10-R11 showing a physical map of the United States. Have students place their finger on the areas of the United States where they  use a map key to determine the location of mountains on a physical map. see mountains. Explain the use of the Vegetation Key. Ask students if we have mountains in Texas. Then ask students in what states they see more mountains-  figure out where there are more mountains in the United States and explain if they are students can also use the maps on pages R8 and R9 to figure out the states which closer to the east or west coast. have mountains. Point out the Rocky Mountains and the Appalachian Mountains to students. Ask students to explain if they are closer to the east or west coast of the United. States.  On page 172, tell students to pretend to be in the mountains as you read the You Are There paragraph to students which begins with You and your family are skiing in the Rocky Mountains. As you come to an opening, a huge mountain peak rises 4,137  compare the height of mountains to that of Hemisfair Tower and determine that the feet above you. Continue reading the remaining paragraph. Ask students to think height of some mountains is sometimes 10 times the height of buildings in our city. about how high 4,137 feet is. Compare to the height of the Hemisfair Tower which  respond to the reader response stem, I would love to live in the mountains because. . . is______feet. Tell students that 4,137 feet high is ____ 10 times the height of the Hemisfair Tower.  Ask students if they would like to live in the mountains. Discuss the fact that the higher you go in the mountains the 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. . . SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 20 of 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. Day 3:  create a Word Chain for the topic, Mountain Community by brainstorming the Guided Practice words that come to mind when thinking about a mountain community.  Have students create a Word Chain for the topic, Mountain Community. Students will write the words which come to mind when they think about a mountain community.  write the words on paper strips and then discuss the words with a partner. Students write the words on 2-inch x 1-inch strips of paper and then glue the strips to  use the words about the mountain community in a paragraph and read the make a word chain. Students will then discuss the words with each other and write about paragraph to a partner. a mountain community using all of their words on the word chain.  write a paragraph about read page 175 in the social studies textbook to determine  Guide students to read page 175 in the social studies textbook to students titled, Living in what it is like to live in the mountains. the Mountains. Ask students to fill in a T-chart explaining the advantages and the disadvantages of living in the mountains. Have students refer back to page 173 about the  create a T-Chart with the words Advantages and Disadvantages at the top of the mountain community of Glenwood, Springs. chart.  Guide students to fill in their T-chart by drawing the T-chart on the overhead or the board  fill in the T-chart with the advantages and disadvantages of living in the mountains. and writing the advantages and disadvantages.  complete the Mountain of Matches activity found on page 57 of the Social Studies Plus! A Hands-On Approach book.  Have students to complete the A Mountain of Matches activity found on page 57 of the Social Studies Plus! A Hands-On Approach. Days 4:  sing Happy Birthday to Abraham Lincoln.

Independent Practice  figure out how many years ago Abraham Lincoln was born.  Ask students to find a city in the United States that is in the mountains. Have students  explain what bicentennial means. locate the city on a U.S. map.  explain why Presidents’ Day is celebrated on February 16th.  Ask students to create a simple brochure (2-sided) which includes the following:  listen to a story about Abraham Lincoln and explain why it is important to Front of the brochure- remember him. o Name of the community – city and state at the top of the brochure o An illustrated picture of this mountain community  locate a city found in the United States that is in the mountains. o 3 reasons people might want to live here  use a U.S. map to locate the city. Back of the brochure-  create a simple 2-sided brochure about the mountain community which will o Weather include: Front of the brochure -name of the community – city and state at the top Types of jobs in a mountain community o of the brochure--an illustrated picture of this mountain community, 3 reasons o What people do for recreation people 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 Day 5: Extension  The independent practice will be part of this extension as students are researching their mountain community.  Continue researching information about the mountain community for the brochure.  Upon completion of the project have students present their brochure to students in another third grade class.  Present the brochures to students in another third grade class.

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. Remind students that tomorrow is Abraham Lincoln’s real birthday. Remind students of this special day. Have students sing Happy Birthday to Abraham Lincoln who was born on February 12, 1809. Have students figure out how many years ago this was. Tell students that although his birthday is actually on the 12th, Presidents’ Day will be celebrated officially on February 21st. This will be a holiday for many government offices and some schools. (George Washington’s birthday is on February 22). Read a book about Abraham Lincoln some time during the day or honor his birthday in a creative way.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Guide students to look at a physical map of the United States. Have students point out Content Objective: the states which have mountains. Also show students pictures of mountains and  Students will explain why people form communities near the mountains. discuss the differences between mountains and hills. Language Objective:  Create a T-chart with the word Work on one side and the word Recreation on the other  Students will talk about why people form communities near the mountains using side. Explain the meaning of recreation. Ask students to brainstorm the things that newly acquired content vocabulary. people do for work and recreation in the mountains. College Readiness Objectives Addressed in this Lesson What do you do for students who master the learning quickly?  Students will engage in scholarly inquiry and dialogue about people forming  Guide students to locate at least 4 different cities that are near the mountains. Have communities near the mountains. (I.A.1.) students choose one of the cities to research on the internet.  Students will work collaboratively to complete work related to mountain communities.  Ask students to create a poster describing the city and include the following: a picture (I.E.2.) or drawing of the city, the name of the city, at least 4 different jobs in the city, 2  Students will persevere to complete and master tasks related to mountain important landmarks, and 4 things people do for recreation. communities. (I.D.4.)  Students should also write a paragraph explaining why they would like to live in this city.  Students use a variety of strategies to understand mountain communities. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  miner (minero)  analyze  justify Communities/Comunidades  canyon (canon)  answer  identify Unit 3 Chapter 6  hot springs (ban os termales)  apply  infer  Lesson 1 - A Mountain Community pp. 172-175  coal (carbon)  arrange  interpret  U.S. Maps R10 -R11  mountain (montan as)  classify  invent SUPPLEMENTAL RESOURCES  Rocky Mountains (montanas  check  list Rocosas)  choose  locate Workbook pp. 38  natural resources (recursos  combine  map Transparency 22, 23 naturales)  compare  measure  complete  organize Every Students Learns Guide  conclude  paraphrase A Mountain Community pp. 66-69  construct  plan A Water Community pp. 70-74  contrast  predict Social Studies Plus! A Hands-On Approach Short-Term Project  define  prepare A Mountain of Matches pp. 57 and 61  demonstrate  present Fanciful House p. 62  describe  prioritize Why Is It There? P. 64  design  produce Read Alouds and Primary Sources  develop  propose The Official Guide to Glenwood Springs, Colorado p. 45  distinguish  prove Assessment Book SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 22 of 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.  draw  rank Test Talk Book  estimate  select  explain  sequence TAKS Practice Book  evaluate  solve Internet Resources:  find  summarize Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  gather  support Rubi Star for creating Rubrics  generalize  use  give Britannica Online http://school.eb.com examples http://spanish.eb.com TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ EBSCO http://search.epnet.com Scott Foresman Social Studies http://www.learn360.com Evidence of Learning Formative Mini Assessments TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Some communities develop in mountains because of the Why did people form communities in the mountains? — A. It was easy to grow food. A. natural resources B. Traveling through the mountains was easy. B. desert C. There were many natural resources. C. lack of water D. There were many places to visit D. None of the above

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 Unit 1 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  Why do people settle in water communities?  Identify the human characteristics of places such as landforms, bodies of  What are the advantages and disadvantages of living in a water community? water, natural resources and weather. (K-2)  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will… Remind students that today is Valentine’s Day. Discuss the term tradition and ask students what people do traditionally for Valentine’s Day. I can:  understand and explain Presidents’ Day. Day 1: Activating Prior Knowledge  What are the characteristics of a water community?  create a birthday card for Abraham Lincoln and George Washington, thanking  What might people do for recreation in a water community? them for their accomplishments in history.  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 students to walk around the room to talk to at least 3 or 4 other students to discuss  build my prior knowledge about homes near different bodies of water. some of the reasons they might like to live near the water. Once students who have shared their responses with each other ask students to share the responses with the larger group and write their responses on chart paper, the overhead or the dry erase board.  participate in a kinesthetic activity by walking around the room to talk to 3 or 4 other students about my reasons for wanting to live near the water.

Day 2: Hook Activity  Guide students to locate Seattle, Washington on the United States map in the back of the social studies textbook on pages R8 and R9. Ask them what they notice about its location (it is located directly near the water). Also have students look at page 178 which shows a picture of Seattle today. Ask students to think about all of the fun  locate Seattle, Washington (a water community) on a United States map in the activities (use the term recreation) people could participate in, living near the water back of the social studies textbook on paged R8 and R9. (water skiing, fishing, diving, swimming, boating, etc.)  Ask students to explain to a partner why they would like to live near the water. Share responses with the larger group.

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.  locate Seattle, Washington on page 178 of the social studies textbook to Tell students that water is called a natural resource because it comes from the earth.  examine how it looks today. Day 3: Guided Practice  think about all of the fun activities which people can do living near the water.  Introduce the term natural resources by drawing a web on the board or overhead. Give examples of natural resources when creating the web and explain to students how natural resources help a community grow. Give the example of the natural resource of  interpret a web describing natural resources. wood (lumber) and how Seattle grew because of this natural resource. Ask students to pair share ideas about how water might help a community grow (more recreation activities and more jobs in the shipping and fishing industries).  understand the examples of natural resources.

 Have students write the name of two natural resources (water and wood). Have students discuss how these two natural resources would help a community grow.  explain how the natural resource water can help a community grow.

 Allow students to share their responses to the larger group. Write student responses  write down the name of two natural resources (wood and water) and discuss on a chart paper titled, How Natural Resources Help a Community Grow. Have how these two resources would help a community grow. students read all of the class responses together.  share responses with the larger group.  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:  read the class student responses for How Natural Resources Help a Independent Practice Community Grow and write a paragraph about this topic.  Have students draw a picture of the natural resource which they think is most important on an 8X11 sheet of construction paper or tag board. Ask students to write down at least 3 reasons why they think this natural resource is most important.  draw a picture of a natural resource which is most important.

 Guide students to create a commercial convincing the audience that their natural  give 3 reasons why the natural resource is most important. resource is the most important to save. 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 a plan to save the trees in Seattle,  Have students participate in cooperative groups to think of a plan to save the trees in Washington. the Seattle, Washington area.

 Students should state the problem given by the teacher: Man is cutting down the  participate in a cooperative group to solve a problem related to the trees being beautiful trees in Washington state. Give each group the same problem and have each cut down in Seattle, Washington. discuss and create a plan for saving trees. group solve this problem.

 Ask students to create a plan for saving the trees (a natural resource). Begin the discussion by asking students to think of other materials that could be used in the place of wood (lumber).

Remind students that Monday, February 21st is Presidents’ Day honoring George Washington and Abraham Lincoln’s birthday. (Their actual birthdays – George  listen to a book about Abraham Lincoln and George Washington and explain Washington on February 22nd and Abraham Lincoln on February 12). During the why there is a holiday for these two presidents. week read a book about each of these presidents and discuss reasons that explain  create a bookmark or booklet explaining the significance of Presidents’ Day. why these two presidents are honored by having Presidents’ Day. Students may want

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. to create a bookmark or booklet explaining the significance of Presidents’ Day.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Guide students to look through magazines and books to find pictures of water Content Objective: communities. Have students compare the pictures and orally explain how the  Students will analyze why people form communities near the water. water communities are alike and different. Language Objective: What do you do for students who master the learning quickly?  Students will orally explain why people form communities near the water using newly  Guide students to complete the Short-Term Project on page 62 of the Social acquired content vocabulary for this lesson. Studies Plus! A Hands-On Approach where students create a Fanciful House. College Readiness Objectives Addressed in this Lesson Students will design a fanciful house for a waterside community. Perhaps the Students will engage in scholarly inquiry and dialogue about water communities. (I.A.1.) house would have lots of windows.  Students will work collaboratively to complete work related to water communities. (I.E.2.)  Students will persevere to complete and master tasks related to water communities. (I.D.4.)  Students use a variety of strategies to understand water communities. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  logging (tala)  analyze  justify Communities/Comunidades Unit 3 Chapter 6  lumber (madera)  answer  identify Lesson 2  port ( puerto)  apply infer   A Water Community pp. 178-181  industries (industrias)  arrange  interpret  shipping (emparque)  classify  invent SUPPLEMENTAL RESOURCES  natural resources  check  list Workbook p. 39 (recursos naturales)  choose  locate Transparency 22  physical environment  combine  map Quick Study pp. 36 and 37 (ambiente fisico) Every Student Learns Guide  compare  measure A Water Community pp. 70-74  complete  organize Social Studies Plus!  conclude  paraphrase A Hands-On Approach  construct  plan Short-Term Project – Come to Seattle! p. 63  contrast  predict Assessment Book  define SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 26 of 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.  demonstrate  prepare Test Talk Book  describe  present  design  prioritize TAKS Practice Book  develop  produce Internet Resources:  distinguish  propose Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  draw  prove Rubi Star for creating Rubrics  estimate  rank Britannica Online http://school.eb.com  explain  select http://spanish.eb.com  evaluate  sequence TeachingBooks net Sharing the Spirit of Books and Reading  find  solve http://teachingbooks.net/home/  gather  summarize EBSCO http://search.epnet.com  generalize  support http://www.learn360.com  give examples  use Scott Foresman Social Studies Evidence of Learning Formative Mini Assessments TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of these is NOT an important natural resource in How did the water around Seattle help it grow? Seattle? A Its port was a place where ships could come and go A. water from around the world. B. gold B. Airplane factories and computer companies needed C. trees water to build their products. D. fish C. People who enjoyed water sports moved to Seattle to be near the ocean. D. Loggers could make money and build their businesses by sailing on the ocean.

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 Guiding Questions Essential Pre-requisite Skills  What are the advantages and disadvantages of living in a crossroads community?  Identify the human characteristics of places such as landforms, bodies of water,  How did crossroads communities begin? natural resources and weather. (K-2)  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will… Remind students that yesterday, February 21st was Presidents’ Day honoring George Washington and Abraham Lincoln. Read a book about each of the presidents and discuss their significant accomplishments.

Day 1: Activating Prior Knowledge I can:  Ask students to think of the many types of transportation. Write student responses  think about and list different types of transportation. on chart paper for all students to see and then read chorally. Ask students if San  determine the types of transportation in San Antonio. Antonio has many types of transportation. Underline the types of transportation that draw a picture of many highways crossing each other, along with railroad tracks San Antonio has.  and air routes (using a dotted or broken line to show the air route).

Remind students that today is George Washington’s real birthday although it is  participate in groups to illustrate the picture. always celebrated on a Monday. Ask students to sing Happy Birthday to George  determine the effects of having many highways and railroads and air routes at the Washington. center of a community. Day 2:  respond to the following reader response stem, I would like to live in a crossroads Hook community because. . .  Ask students to draw a picture of many highways crossing each other, along with railroad tracks and air routes (use a 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 students, What would be the effects of many highways, railroads and air routes? Tell students that their drawings are 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 illustration. Have students respond to the following reader response stem, I would like to live in a crossroads community because. . . Day 3: Guided Practice  Ask students to find out more about a crossroads community (the name of a  find out more about a crossroads community (the name of a crossroads crossroads community, the reason it was settled, and the types of transportation community, the reason it was first settled in the past, and the types of transportation found—reading for a purpose). Tell students to read pages 186-189 in the social found in the 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. studies textbook to find out this information. Ask students to write down the responses when they find the answers.  assist the teacher in filling in the web titled,Crossroads Community.  Draw a web on the board or overhead with the term, Crossroads Community in the center. Ask students to explain the things which make up this type of community and fill in the outer circles of the web.  understand what a summary is reading a summary that the teacher has written  After filling in the web, show students how to write a summary explaining the term, and read the summary orally. Crossroads Community. Have students read the summary orally.  Guide students to work with a partner to answer the following questions, How  work with a partner to answer the following questions, How would you describe a would you describe a crossroads community?, Why did people settle in Indianapolis, crossroads community?, Why did people settle in Indianapolis, Indiana long ago?, Indiana long ago? How has Indianapolis, Indiana change over time? How has Indianapolis, Indiana changed over time? Why would anyone want to live Why would anyone want to live in a crossroads community? in a crossroads community?

Days 4: Independent Practice  create guideposts (often used as crossroads) to show distances to nearby towns.  Guide students to complete the activity in the Social Studies Plus! A Hands-On Approach on page 12—titled, A Long, Long Way From Home! Students will imagine  explain the project to different student groups. that their community is at the center of the world, with guideposts at its main intersection showing distances to well-known destinations. Continue following the  create a motto for a crossroads community. directions on page 12. Students will explain their project to different student groups.  After students complete this activity, they can create a community motto for a  share the mottoes with the class and post on a bulletin board. crossroads community-see page 13 in the Social Studies Plus! A Hands-On Approach. Share mottoes and post on a bulletin board. Explain the motto.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Have students bring in small toy cars, airplanes, and railroad cars. Create many Content Objective: roads, air routes, and railroads which cross each other on a large sheet of butcher  Students will identify the characteristics of crossroads communities. paper. Language Objective:  Guide students to use their toys to travel across the routes. Explain to students  Students will write about the characteristics of crossroads communities using that this type of community is called a crossroads community. newly acquired content vocabulary for this lesson.  Ask students why they might like to live in a crossroads community. College Readiness Objectives Addressed in this Lesson  Students will engage in scholarly inquiry and dialogue about crossroads What do you do for students who master the learning quickly? communities. (I.A.1.)  Guide students to create a chart which lists the advantages and disadvantages of  Students will work collaboratively to complete work related to crossroads living in a crossroads community. communities. (I.E.2.)  Students will persevere to complete and master tasks related to crossroads communities. (I.D.4.)  Students use a variety of strategies to understand crossroads communities. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  crossroads (cruce  analyze  justify Scott Foresman Social Studies Textbook – Communities/Comunidades de caminos)  answer  identify Unit 3 Chapter 6  route (ruta)  apply  infer Lesson 3  plains (llanuras)  arrange  interpret  A Crossroads SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 29 of 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.  Underground  classify  invent Community pp. 186-189 Railroad  check  list SUPPLEMENTAL RESOURCES (Tren Clandestino)  choose  locate Workbook p. 41  National Road  combine  map Transparency 23 (camino Nacional)  compare  measure Quick Study pp. 38 and 39  complete  organize Every Student Learns Guide A Crossroads Community  conclude  paraphrase pp. 74-77  construct  plan  contrast  predict Social Studies Plus!  define  prepare A Hands-On Approach  demonstrate  present Short-Term Projects - A Long, Long, Way From Home p. 12  describe  prioritize  design  produce Internet Resources:  develop  propose Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  distinguish  prove Rubi Star for creating Rubrics  draw  rank  estimate  select Britannica Online http://school.eb.com  explain  sequence http://spanish.eb.com  evaluate  solve  find  summarize TeachingBooks net Sharing the Spirit of Books and Reading  gather  support http://teachingbooks.net/home/  generalize  use EBSCO http://search.epnet.com  give examples Scott Foresman Social Studies

http://www.learn360.com Evidence of Learning Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What is one way that you CANNOT reach the city of Why did Indianapolis, Indiana become a crossroads Indianapolis? By— community? It— A boat A. had the first U.S. highway and now has seven B train highways leading out of the city. C car B. had the first Native Americans settle the area. D truck C. is located in the middle of the state. D. has many crosses on the streets.

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 Guiding Questions Essential Pre-requisite Skills  Why did people settle in Jamestown?  Identify the human characteristics of places such as landforms, bodies of  What were the significant things that happened in Jamestown that affect us water, natural resources and weather. (K-2) today?  Locate places of significance on maps and globes such as the local community, Texas and the United States. (K-2)  Express ideas orally based on knowledge and experiences. (K-2)  Create and interpret visuals including pictures and maps. (K-2)  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) The Teaching and Learning 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  look at pictures of the Jamestown community on the social studies website or them to describe what they see and if the pictures show the past or present. Show in the social studies textbook. students where Jamestown, Virginia is located on a United States map. Tell  locate Jamestown, Virginia on a United States map. students that the first English settlers arrived in Jamestown in 1607. Have students  figure out how many years ago 1607 was. figure out how many years ago this was. Discuss the terms years, decades, and  discuss the words years, decades, centuries, past, present and future when centuries. discussing 1607.

March is Women’s History Month – Highlight important women in history each day - reading a book, inviting important women in the community to speak to students, creating a project about a famous women, creating bulletin boards about famous women.

Day 2: Hook  Have students read page 231 in the social studies textbook, and give students  read page 231 in the social studies textbook and role play the English settlers, their roles of the English settlers, Christopher Newport, John Smith and Pocahontas. Christopher Newport, John Smith and Pocahontas. Most of the class will be the English settlers. Ask students to think 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, seek. Have  discuss the term fortune, and what it meant when the book mentioned that the students discuss the different items which can be considered fortune. Have one English settlers were seeking their fortune. student pretend to be Christopher Newport and explain to the group that he is  read page 231 in the social studies textbook to determine what each person dropping off 105 people from his ship. Follow the same procedure for John Smith might say. and Pocahontas, reading page 231 to determine what each person might say.

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.  Write a paragraph summarizing page 231 in the social studies textbook.

 Upon completion of the role play, have students write a paragraph summarizing  Explain why the English explorers settled in Jamestown in 1607 page 231.

 Guide students to be able tell why the English explorers settled in Jamestown in 1607. Day 3: Announce to students that today is Texas Independence Day. This year 2011 is  understand that this year 2011 is the 175th anniversary of Texas independence. the 175th anniversary of Texas independence.

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  orally discuss the significance of March the 2nd when the Texas Declaration of independence of the Republic of Texas from Mexico in the Texas Revolution. Independence was signed which was the formal declaration of independence of the Republic of Texas from Mexico in the Texas Revolution. March 2nd , 1836 –Texas Independence Day. Have students sing the song, March the 2nd (sung to Frere Jaques). March the 2nd, March the 2nd Is the date, is the date Of the state’s birthday Of the state’s birthday Celebrate! Celebrate!

Guided Practice  Guide students to create a matchbook foldable for the vocabulary words  create a matchbook foldable for the vocabulary words settlers, settlement , including the word and picture on the front and the meaning of the word inside the  representative, government, and fortune and share the word meanings with a foldable (Marzano-nonlinguistic representation). Have students share their partner. meanings.  guide students to participate in a Tea Party strategy to read about the history of Jamestown and Jamestown today.  Guide students to use a Tea Party strategy (kinesthetic activity in which each  listen to the information in the social studies textbook about Jamestown related students receives a sentence from pages 232 and 233 and walks around the room to a representative government. reading their sentence to at least 3 to 4 other students) to read about the History of  discuss representative government and how the presidential or mayoral Jamestown and Jamestown today. Once students read their sentences to one elections are examples of representative government. another, ask students to write down at least 4 different facts which they learned.

 Read the pages 232-234 to students orally. Ask students to write down at least 2 reasons the settlers worked on beginning a representative government. Have students write down their reasons on a small post-it note. Post all of the reasons on a chart paper titled, A Representative Government. Give examples of this type of government –presidential election.

 Have students read the reasons orally to the large class group. Days 4: Independent Practice  create an accordion booklet with at least 7 sections in correct sequence.  Guide students to create an accordion booklet with at least 7 sections (pages).  include representative government as one of the sections in the booklet. Have the students tell the story of the Jamestown community. Tell students that one  write at least 2 sentences for each section (pages) of the booklet. of the sections must include representative government. The last page should  create an illustration for each page. include information explaining what Jamestown looks like today.  read the booklets about representative government and explain how the information presented is alike and different. SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 32 of 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.  Write at least 2 sentences for each section. Have students create an illustration for each page which goes along with the sentences.  Have students read their stories to each other and explain how the stories are alike and different (Marzano). Day 5: Extension  Guide students to use the internet to find more information about the  use the internet to find out more information about Jamestown of the past. Jamestown of the past. Have students create a bookmark titled, Jamestown - Did  create a bookmark titled, Did You Know? –writing important facts about You Know? Students should write at least 6 new significant facts related to the Jamestown. settling of Jamestown. Facts must be written in complete sentences and must be  share the Jamestown bookmark with at least 3 other students and compare the new information not presented in the social studies textbook. new information learned.  write 2 things they would still like to learn about the Jamestown community  Upon completion of the bookmark, students should walk around the room and read their bookmark with at least 3 other students. Students can compare their new information about Jamestown with each other.

 When students complete this activity, guide students to use the back of the bookmark to write down 2 facts they would still like to learn about Jamestown.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Guide students to discuss reasons for moving to a new place. Answers may Content Objective: include that parents wanted a better house, neighborhood, school, or parents had to  Students will identify and explain the history of our country when learning move because they wanted to be closer to work, etc. Tell students that the English about Jamestown an English community. explorers also had reasons for moving to Jamestown. They wanted to seeking their Language Objective: fortunes). Discuss the similarities and differences between parents settling in new  Students will write about the history of our country when learning about locations to the English explorers settling in new locations. Jamestown an English community and will use newly acquired content vocabulary What do you do for students who master the learning quickly? in their writing.  Guide students to create a plan for survival. Introduce what the term survival College Readiness Objectives Addressed in this Lesson means. Have students create a plan titled, 5 steps to survival in Jamestown. Have  Students will engage in scholarly inquiry and dialogue about Jamestown and students read their paper to at least 2 other students. English community. (I.A.1.)  Students will work collaboratively to complete work related to Jamestown. (I.E.2.)  Students will persevere to complete and master tasks related to Jamestown. (I.D.4.)  Students use a variety of strategies to understand Jamestown and English community. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1)

Vocabulary: TAKS Vocabulary:  judge Resources:  settlers (pobladores)  analyze  justify Scott Foresman Social Studies Textbook – Communities/Comunidades  settlement  answer  identify (asentamiento)  apply  infer Unit 4 Chapter 7  representative  arrange  interpret Lesson 3 government (gobierno  classify  invent  An English Community pp. 230-235 representative)  check  list  Pocahontas pp. 236-237 SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 33 of 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.  fortune (riquezas)  choose  locate  combine  map Workbook – p. 51  compare  measure  complete  organize Transparency - 18  conclude  paraphrase  construct  plan Social Studies Plus! A Hands-On Approach  contrast  predict Settle Here! p. 78  define  prepare Let’s Play Cards and Picture-Story Bands p. 79  demonstra  present te  prioritize Assessment Book  describe  produce  design  propose Test Talk Book  develop  prove  distinguish  rank Internet Resources:  draw  select Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  estimate  sequence Rubi Star for creating Rubrics  explain  solve  evaluate  summarize Britannica Online http://school.eb.com  find  support http://spanish.eb.com  gather  use  generalize TeachingBooks net Sharing the Spirit of Books and Reading  give http://teachingbooks.net/home/ examples EBSCO http://search.epnet.com

http://www.learn360.com

Scott Foresman Social Studies Evidence of Learning Formative Mini Assessments Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board The Jamestown community was founded in 1607. This was ______ago. A. a few years B. one decade C. one century D. four centuries

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 Guiding Questions Essential Pre-requisite Skills  Identify ordinary people who have shaped the community. (K-2)  What did Helen Keller and Madame C. J. Walker do which affects us today?  Use vocabulary related to chronology, including before, after, next, first, and  What can we learn from the contributions of Helen Keller and Madame C. J. last. (K) Walker?  Use vocabulary related to chronology, including yesterday, today and tomorrow (1) past, present, future. (2)  Express ideas orally based on knowledge and experiences. (K-2)  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)  Identify characteristics of good citizenship such as belief in justice, truth, equality, and responsibility for the common good. (1-2) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can demonstrate competency The teacher will…

I can: Day 1: Activating Prior Knowledge  think about a woman in the community (family member, neighbor, friend,  Ask students to think about a woman in their lives who has helped the teacher, etc. ). community (family member, neighbor, friend, teacher, etc.) Have students orally  orally explain what each woman did/does to help improve the community. explain what each woman did to help improve the community. Guide students to  respond in writing in a social studies interactive notebook, I would like to be respond to the following in a social studies interactive notebook, I would like to be like _____because. . .Write a list of at least 10 character traits on the board or like ______because. . . overhead. Ask students to choose the character traits which describe the woman 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.

Day 2:

 participate in a cooperative group and brainstorm ideas about what to do to Hook Activity help improve the community.  Guide students to work in cooperative groups. Ask students to brainstorm  write the brainstorm list on chart paper. ideas about what they would do to help improve the community. Have the students  choose the best idea for helping improve the community with the cooperative write their list on chart paper. group  Ask students to then look at the list and choose the one that they think is the  justify why the idea chosen is the best idea for helping improve the community. best idea. Have students explain why they think their idea is the best (justifying responses).  continue planning this project as a Service Learning Project for the school.

 Have each group present their best idea. Write the ideas on sentence strips and post on the wall. The class can then choose the best one. This can be a Service Learning Project. SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 35 of 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. Day3: Guided Practice  Write the vocabulary words on the board or overhead used in a sentence for  read sentences with the vocabulary words for the lesson. students to read. Guide students to read the sentences. Discuss the meaning of the  create matchbook foldables for each of the vocabulary words and include the words and ask students if they have heard the words before. word, an illustration and the meaning of the word.  listen to a story about Madam C. J. Walker and her work.  Guide students to create the matchbook foldables for each of the words.  explain the meaning of the word humble in a Frayer Square. Students will write the word, illustrate a picture and write the meaning of the word in  create a web on the board or overhead describing her important their own words. (Marzano) accomplishments.  Read a story about Madam C.J. Walker on pages 312-313 of the social studies  create a 3-sided chart with the names Helen Keller, Madam C. J. Walker and textbook. Create a web on the board or the overhead describing what she did. the name of the woman chosen at the beginning of the lesson. Explain the meaning of the word, humble as Ms. Walker describes her humble beginning. Guide students to create a Frayer Square to explain the meaning of the word.  brainstorm character traits on the board or overhead and select at least 4 character traits for each woman. Compare how they are alike and different.  Follow the same procedure for Helen Keller. Compare the two women and their contributions to communities. Read pages 272-273 about Helen Keller (Marzano)  explain in writing why I would like to be like one of the women studied in this week’s lesson.  Compare their work to the woman who the students chose as significant in their lives.

 Have students create a 3-sided chart with the names of Helen Keller, Madam C.J. Walker and the woman they chose.

 Brainstorm character traits of these women and write them on the board or overhead and have students write 4 character 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 social studies and reading.  Have students explain in writing why they would like to be like one of these women.

Day 4: Independent Practice  Guide students to create a photo album (a page for each woman) which describes each woman’s work. Have students include either photographs or  create a photo album (a page for each woman studied) which describes the illustrations describing the woman’s work – what they did to improve or change work of each woman. communities. Each photo or illustration should include a short summary explaining Include illustrations of the women describing their work –what the person did to what the person is doing. Guide students to use the social studies textbook to locate  the information about these women or use selected library books from the school improve or change communities. and classroom libraries.  Write a short summary explaining what the person is doing in the picture.  explain how each of the women are modeling good citizenship.  Guide students to use their vocabulary words in the photo album (Marzano).  Also have students explain how each of these women modeled good SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 36 of 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. citizenship. Day 5: Extension  choose from a list of different women and their accomplishment and research  After giving a list of at least 10 women and the things they did, have students one of the women. research one of the women on the list. Guide students to create a poster/display  create a poster/display board about the historical woman and include the board about the woman and have students include the following information: Title following information: title-name of the woman, a paragraph describing the woman’s with the name of the woman, a paragraph describing the significant work in their important work in their community, 3 character traits, a paragraph explaining how community, 3 character traits describing them, a paragraph explaining how they they changed life for us today, and a picture of the person. changed life for us today, and a picture of the person.

 Tell students that they can be as creative as they want in creating their poster/display board (which might look like a History Fair exhibit). Classes may have outside judges to judge the posters/displays.

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson  Ask students to think about problems in their community. Examples: graffiti, Content Objective: trash in the neighborhood, etc. Write student responses on the board or overhead.  Students will identify historic figures such as Helen Keller and Madam C. J. Walker Have students as a group think of ways they can solve these problems. Relate to the who have exemplified good citizenship. work of women in history who have helped improve communities through their work. Language Objective:  Students will orally discuss and write about historic figures such as Helen Keller and What do you do for students who master the learning quickly? Madam C. J. Walker who have exemplified good citizenship.  Guide students to complete the Problem Solving activity on TE page 403 of the social College Readiness Objectives Addressed in this Lesson studies textbook where students are asked to follow the Problem-Solving Process to  Students will engage in scholarly inquiry and dialogue about Helen Keller and solve a problem-solving scenario which involves a disaster in a community. Madam C. J. Walker who has exemplified good citizenship. (I.A.1.)  Students will work collaboratively to complete work related to the work of Helen Keller and Madam C. J. Walker. (I.E.2.)  Students will persevere to complete and master tasks related to Helen Keller and Madam C. J. Walker. (I.D.4.)  Students use a variety of strategies to understand the work of Helen Keller and Madam C. J. Walker who have exemplified good citizenship. (II.A.2.)  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  horizon (horizonte)  analyze  justify  tuberculosis (tuberculosis)  answer  identify Scott Foresman Social Studies Textbook – Communities/Communidades  servant (sirvienta)  apply  infer  arrange  humble (humilde)  interpret  classify  invent Unit 4 –Chapter 8 – Lesson 4 –Meet Helen Keller pp. 272-273  check  list Unit 5 – Chapter 9 – Lesson 3 – Meet Madam C.J. Walker pp. 312-313.  choose  locate  combine  map Assessment Book  compare  measure  complete  organize Test Talk Book  conclude  paraphrase

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.  construct  plan Internet Resources:  contrast  predict Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  define  prepare Rubi Star for creating Rubrics  demonstrate  present  describe  prioritize Britannica Online http://school.eb.com  design  produce http://spanish.eb.com

 develop  propose TeachingBooks net Sharing the Spirit of Books and Reading  distinguish  prove http://teachingbooks.net/home/  draw  rank EBSCO http://search.epnet.com  estimate  select http://www.learn360.com  explain  sequence Scott Foresman Social Studies  evaluate  solve  find  summarize  gather  support  generalize  use  give examples Evidence of Learning College-Readiness Formative Mini Assessments Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board Madam C. J. Walker was a historic figure who is “I gain a little, I feel encouraged, I get more remembered because she started a new– eager and climb higher and begin to see the A. school. the widening horizon. Every struggle is a B. business victory.” C. church D. class These words from Helen Keller show how she overcame the challenges of being unable to see, hear, or speak. She learned that many people with disabilities didn’t get the chances that she did, so she made speeches around the country to raise money to teach the blind.

What Helen Keller did was an example of good— A. friendship. B. citizenship. C. shyness. D. production.

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 Guiding Questions Essential Pre-requisite Skills  What is a folktale?  Identify characteristics of good citizenship such as belief in justice, truth,  What can we learn from folktale heroes? equality, and responsibility for the common good. (1-2)  How can we be like folktale heroes?  Identify contributions of historical figures. (K-2)  Use vocabulary related to chronology, including yesterday, today and tomorrow (1) past, present, future. (2)  Express ideas orally based on knowledge and experiences. (K-2)  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) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Day1: Activating Prior Knowledge 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 real-life heroes. Guide students to discuss I can: heroes in our daily lives.  explain what a hero might do.  brainstorm a list of real-life heroes and 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 happen in real life. Discuss his good deeds and have a conversation about the meaning of deeds. Ask students if they  listen to a story about Pecos Bill. have ever practiced performing good deeds in their community.  Guide students to tell you the events in the story which are make-believe. Write  discuss the meaning of deeds and think about times that I have performed the sentences on the board or overhead and have student read the sentences. good deeds in my community.  Introduce the term, folktale. (For the teacher -Folktales are part of our heritage, values, and mores. In folktales good and honest characters go from rages to riches, their problems vanish and their lives become full of happiness; evil and lazy  determine which story details were real and which were make-believe. characters are banished so we no longer have to worry about them.)  determine the characteristics of a folktale.  After giving an explanation of the meaning of a folktale have students work in pairs to think about a folktale topic they would want to write about. Share ideas with  with a partner, think about a folktale topic to write about and share idea with the class. the class. Day 3: Guided Practice  Guide students to turn to page 180 in the social studies textbook and ask them if they have ever heard of Paul Bunyan.  Discuss the term used in the book, tall tale. Explain the meaning of word and  think about a person named Paul Bunyan. ask students if they have heard any tall tales. Ask students to share a tall tale with each other-students will make up their own tall  explain the meaning of tall tale. SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 39 of 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. tale.

 Guide students to read the poem on page 180 of the social studies textbook  think about a popular folktale and share with other students. and then read the paragraph about Paul Bunyan on the same page. Ask students to  read the poem on page 180 in the social studies textbook and read about Paul retell the information about Paul Bunyan to at least 3 other students. Have students Bunyan. walk around the room and share the new information about Paul Bunyan with each other and ask students to also discuss why they like tall tales.  share the information about Paul Bunyan with at least 3 other students when  Create a graphic organizer with the term tall tales in the center. Fill in the walking from student to student. 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  discuss why folktales are fun to read.  Guide students to read the short passage about Robinson Crusoe on page 319 of the social studies textbook. Tell students that this is another make-believe (discuss the term fictional character) that formed a community. Review the reasons people form communities from past lessons.  read the passage about Robinson Crusoe on page 319 in the social studies textbook.  review reasons people formed communities and compare to Robinson Crusoe.  Ask students to write a story about a make-believe (student-created) folk hero  write a story about a make-believe folk hero and include the following in the and have students include the following in the story: Name of the hero, at least 4 story: name of the hero, at least 4 things that he/she did to show that he was a hero things that he/she did to show that he was a hero in a story (review the (good deeds), describing the details in the story about what he or she did. characteristics of a folktale at the beginning of the lesson, and details about what  read the folktale to the class. happened.  create a simple costume for the folk hero using simple materials.  Have students read their folktales to each other.  Idea: Ask students to create a very simple costume for their folk hero (hat, paper bag clothing, and other available materials which are not costly).

DIFFERENTIATION What do you do for students who need more support? ELPS Objective Addressed in this Lesson Content Objective:  Ask students to think about events which have happened in stories which are  Students will retell the heroic deeds of characters from American folktales and real and those which are make-believe. Write the student responses on the board legends such as Pecos Bill and Paul Bunyan. and have students explain the differences. What do you do for students who master the learning quickly? Language Objective:  Guide students to use the Internet to research information about Paul Bunyan  Students will use accessible language and learn new and essential language or Robinson Crusoe. Ask students to create a bookmark in the shape of the when orally discussing Pecos Bill and Paul Bunyan. character and include facts about the character that are not mentioned in the book. College Readiness Objectives Addressed in this Lesson  Students will engage in scholarly inquiry and dialogue about Pecos Bill and  Have students share their bookmarks with each other. Paul Bunyan. (I.A.1.)  Students will work collaboratively to complete work related to folktales and legends about Pecos Bill and Paul Bunyan.(I.E.2.)  Students will persevere to complete and master tasks related to Pecos Bill and Paul Bunyan. (I.D.4.)  Students use a variety of strategies to understand folktales and legends about Pecos Bill and Paul Bunyan. (II.A.2.) SAISD © 2010–11 Third Grading Period Social Studies Third Grade Page 40 of 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.  Students will use appropriate oral communication techniques depending on the context or nature of the interaction. (V.A.1) Vocabulary: TAKS Vocabulary:  judge Resources:  tall tale (cuento)  analyze  justify Suggested Literature:  answer  adventure (adventura)  identify Ol’Paul, the Mighty Logger by Glen Rounds,  folk tale (cuento  apply  infer Holiday Publishing popular)  arrange  interpret Big Men, Big Country: A Collection of American Tall Tales by Paul R. Walker, mythical hero (heroe  classify  invent  Harcourt Publishing imaginario)  check  list  deeds (hechos)  choose  locate Scott Foresman Social Studies textbook Communities/Comunidades  combine  map  compare  measure Unit 3 - Chapter 6 - Lesson 2  complete  organize  Paul Bunyan p. 180  conclude  paraphrase Lesson 3  construct  plan  Pecos Bill Rides a Tornado pp. 194-195 Chapter 10 - Lesson 1  contrast  predict  Robinson Crusoe p. 3l9  define  prepare  demonstrate  present Internet Resources:  describe  prioritize Social Studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  design  produce Rubi Star for creating Rubrics  develop  propose Britannica Online http://school.eb.com  distinguish  prove http://spanish.eb.com  draw  rank TeachingBooks net Sharing the Spirit of Books and Reading  estimate  select http://teachingbooks.net/home/  explain  sequence EBSCO http://search.epnet.com  evaluate  solve Scott Foresman Social Studies  find  summarize http://www.learn360.com  gather  support  generalize  give examples Evidence of Learning College-Readiness Formative Mini Assessments TAKS Benchmarks Anticipated Skills for SAT/ACT/College Board Pecos Bill did many good deeds for his community. Tall tales are stories about fictional characters. One He was a fictional character. This means he was not— fictional American hero who was a lumberjack and A. famous owned a blue ox was— B. real A. Paul Bunyan. C. popular B. Daniel Boone. D. curious C. Johnny Appleseed. D. Pecos Bill.

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.