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Grade 04 Social Studies Unit 06 Exemplar Lesson 03: Heroes of the Texas Revolution

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Grade 04 Social Studies Unit 06 Exemplar Lesson 03: Heroes of the Texas Revolution Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days Grade 04 Social Studies Unit 06 Exemplar Lesson 03: Heroes of the Texas Revolution This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students examine the contributions to the Texas Revolution made by individuals. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 4.3 History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: 4.3B Summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz Mexicans Antonio López de Santa Anna and Vicente Filisola non­combatants Susanna Dickinson and Enrique Esparza. 4.17 Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to: 4.17D Identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals. Social Studies Skills TEKS 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21D Identify different points of view about an issue, topic, historical event, or current event. 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 05/07/13 page 1 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days Grade 04 Social Studies Unit 06 PI 03 Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. Standard(s): 4.3B , 4.17D , 4.21D , 4.22D ELPS ELPS.c.1C , ELPS.c.5F Key Understandings The actions of individuals affect the course of history. — What were contributions of individuals during the Texas Revolution? — How did their actions affect the course of history? — Who are historical figures that modeled active participation during the Texas Revolution? Vocabulary of Instruction hero dictator Materials Refer to Notes for Teacher section for materials Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Heroes Notes (1 per student) Handout: Biography Cards (at least 1 set per group) Teacher Resource: Hero Trading Card Template Handout: Hero Checklist (1 per student) Resources None identified Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information Heroes of the Texas Revolution consisted of Anglo-Americans, Tejanos, and Mexicans. War is a horrible event, and both sides of war have heroes whether people agree for the cause or result of the war. This lesson will examine the contributions by all the people listed whether they were on the Texas side or the Mexican side. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with Last Updated 05/07/13 page 2 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE – Visual analysis NOTE: 1 Day = 50 minutes Suggested Day 1 – 20 minutes 1. Display the painting Surrender of Santa Anna, by William H. Huddle. Materials: 2. Facilitate a class discussion of the painting. Use it to review the events Painting Surrender of Santa Anna, by of the Texas Revolution and to introduce some of the significant William H. Huddle individuals. Use questions such as those below: Instructional Note: What event does this painting depict? Use a visual analysis strategy such as People, Objects, Where on the timeline of the Texas Revolution did this event Activities, or another strategy. (see below) take place? What made these men heroes? People, Objects, Activities: How does this painting portray these men as heroes? List the People, Objects, and Activities. Make inferences Were there women heroes of the Texas Revolution? What do and draw conclusions based on what is in the image. you think they did for the Texas Revolution? Why are there few pictures of them? People Objects Activities EXPLORE – Contributions of significant people Suggested Day 1 (continued), Day 2 – 50 minutes 1. Each student chooses 6 numbers between 1 and 16, writing the Materials: numbers on a slip of paper with their names and handing in the slips. index cards (6 unlined cards per student) 2. Display the list of significant individuals in Texas history. (Their numbers will coincide with this list.) Attachments: Texians Handout: Heroes Notes (1 per student) 1. William B. Travis Handout: Biography Cards (at least 1 set 2. James Bowie per group, cut apart) 3. David Crockett 4. George Childress 5. Sidney Sherman 6. Sam Houston 7. Lorenzo de Zavala Tejanos 8. Juan Antonio Padilla 9. Carlos Espalier 10. Juan N. Seguín 11. Plácido Benavides 12. José Francisco Ruiz Mexicans 13. Antonio López de Santa Anna 14. Vicente Filisola non-combatants Last Updated 05/07/13 page 3 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days 15. Susanna Dickinson 16. Enrique Esparza 3. Return students’ slips of paper so they can match the numbers they chose to the names of individuals they will investigate. 4. Distribute the Handout: Heroes Notes for students to use when they gather information about the people significant to the Texas Revolution. 5. With students in groups of 3 or 4, distribute at least one set of the Handout: Biography Cards to each group. 6. Students use information from the Handout: Biography Cards and other appropriate sources (such as the textbook, other classroom materials, and approved online sources) to note information about their 6 people on the Handout: Heroes Notes. 7. Monitor students to clarify information and provide additional information as needed. EXPLAIN –Trading Cards Suggested Day 2 (continued) – 30 minutes 1. Distribute at least 6 unlined index cards to each student. Materials: 2. Display the Teacher Resource: Hero Trading Card Template. Index cards (6 per student) 3. Students follow the template to create a Hero Trading Card for each Attachments: person they are investigating (the 6 numbers they chose, above). 4. Distribute the Handout: Hero Checklist. Handout: Heroes Notes Teacher Resource: Hero Trading Card 5. In groups of four, students compare the information on their cards (Allow Template 5 minutes). They keep track of heroes they have learned about by Handout: Hero Checklist (1 per student) checking them on the Handout: Hero Checklist and add information to their Handout: Heroes Notes. 6. Students move to another group, to learn more about other people, and again compare cards (allow 5 minutes), adding notes to the Handout: Heroes Notes. (Note: All students need to learn about Santa Anna and Houston.) 7. Students mark on their Handout: Hero Checklist the new people they learned about. 8. Students find others whose trading cards they have not yet learned about. Make sure to include Santa Anna and Houston. EXPLORE – Houston, de Zavala, and the democratic process Suggested Day 3– 20 minutes 1. Review with students the democratic process. Materials: 2. Display a picture of the signers of the Texas Declaration of Signers of the Texas Declaration of Independence. Independence 3. Display the Texas Declaration of Independence. Texas Declaration of Independence U.S.
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