Grade 3 Social Studies Unit: 06 Lesson: 02 Suggested Duration: 5 days Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical Heroes Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical Heroes 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 consider heroes and deeds based on the criteria of a good citizen Students learn about heroes in the past and consider their effect on the present. Using the vocabulary, past, present and future, students place heroes into a timeline and tell about their deeds. 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. 3.3 History. The student understands the concepts of time and chronology. The student is expected to: 3.3B Create and interpret timelines. 3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to: 3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting. 3.11B Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship. 3.12 Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: 3.12A Give examples of community changes that result from individual or group decisions. 3.12B Identify examples of actions individuals and groups can take to improve the community. 3.14 Culture. The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to: 3.14A Identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliettee Gordon Low , Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes. 3.15 Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to: 3.15A Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities. Last Updated 05/01/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 14
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Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Grade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical HeroesGrade 03 Social Studies Unit 06 Exemplar Lesson 02: Historical Heroes
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 yourchild’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 consider heroes and deeds based on the criteria of a good citizen Students learn about heroes in the past and
consider their effect on the present. Using the vocabulary, past, present and future, students place heroes into a timeline
and tell about their deeds.
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.
3.3 History. The student understands the concepts of time and chronology. The student is
expected to:
3.3B Create and interpret timelines.
3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by
historical and contemporary figures. The student is expected to:
3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality,
respect for oneself and others, responsibility in daily life, and participation in government
by educating oneself about the issues, respectfully holding public officials to their word,
and voting.
3.11B Identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges
and military and first responders who exemplify good citizenship.
3.12 Citizenship. The student understands the impact of individual and group decisions on
communities in a constitutional republic. The student is expected to:
3.12A Give examples of community changes that result from individual or group decisions.
3.12B Identify examples of actions individuals and groups can take to improve the community.
3.14 Culture. The student understands the role of heroes in shaping the culture of communities,
the state, and the nation. The student is expected to:
3.14A Identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A.
Lovell, and other individuals such as Harriet Tubman, Juliettee Gordon Low, Todd Beamer, Ellen Ochoa, John
"Danny" Olivas, and other contemporary heroes.
3.15 Culture. The student understands the importance of writers and artists to the cultural
heritage of communities. The student is expected to:
3.15A Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and
their stories, poems, statues, and paintings and other examples of cultural heritage from various communities.
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 14
People organize chronological events through the use of timelines.
— Who are historical and contemporary individuals who exemplify good citizenship?— What are some examples of community changes that have resulted from individual or group decisions?— How can individuals be heroes in the community?
Vocabulary of Instruction
timeline chronology hero
Materials
Refer to the Notes for Teacher section for materials.
Attachments
Grade 3
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/01/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 14
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
1.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
2.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
3. Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
4.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
5.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
6.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
Person’s Name Main Idea of the story, poem, artwork, or heroic deed
Characteristics of citizenship that this person shows:
circle or underline the ones that apply
7.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting
8.
Truthfulness Justice Equality Respect for self and others Responsibility in daily life Participation in government by educating oneself about the issues Respectfully holding public officials to their word Voting