Social Studies Skills TEKS s1

Grade 3

Social Studies

Unit: 04 Lesson: 01

Lesson Synopsis:

Students learn about people, important events, and natural disasters that have contributed most to influencing change in our communities. Students focus on Benjamin Banneker, Pierre Charles L’Enfant, Benjamin Franklin, Henry Ford, Christopher Columbus, and Daniel Boone. They also study local people who have changed the local community. Students consider which changes are still having the most influence in the community today.

TEKS:

3.1 / History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
3.1A / Describe how individuals, events, and ideas have changed communities, past and present.
3.1B / Identify individuals including: Pierre-Charles L'Enfant, Benjamin Banneker and Benjamin Franklin who have helped to shape communities.
3.1C / Describe how individuals including: Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.

Social Studies Skills TEKS:

3.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including electronic technology. The student is expected to:
3.17E / Interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps.
3.18 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18A / Express ideas orally based on knowledge and experiences.
Getting Ready for Instruction
Performance Indicator(s):

· Create a poster about one of the historical figures studied who helped to shape communities. Describe in a short paragraph how the figure, and ideas and events related to the figure, changed the communities influenced. (3.1A, 3.1B, 3.1C; 3.17E; 3.18A) 1E; 5B

Key Understandings and Guiding Questions:

· Los personajes históricos y contemporáneos transforman las comunidades mediante sus acciones e ideas.

- ¿Cómo las personas, los eventos y las ideas cambian las comunidades?

- ¿Qué personas, eventos e ideas han ayudado a formar las comunidades?

- ¿Cómo han contribuido las personas, los eventos y las ideas en la expansión de las comunidades ya existentes o en la creación de comunidades nuevas?

Vocabulary of Instruction:
· personaje histórico / · cambio / · influencia
· causa y efecto / · comunidad / · contribución
Materials:
· Refer to the Notes for Teacher section for materials.
Attachments:

· Teacher Resource: People Form Communities

· Teacher Resource: Historical Figures Pictures

· Teacher Resource: 6 Famous Men Strips

· Handout: Historical Figures Stories

· Handout: Graphic Organizer: Individuals Influence Communities

· Teacher Resource: Important Events and Their Effect on Communities

Resources and References:

· None identified

Advance Preparation:

1. Become familiar with content and procedures for the lesson, including local history and the people, events, and ideas (past and present) that have changed the local community.

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. Gather and display pictures about local historic events that have affected your community: Local historic events (founding of the town, train wreck, building new school, discovering oil, a new industry came to town and built a huge plant, or like the 1900 Hurricane in Galveston, Texas-the community built up a massive sea wall that still stands in Galveston today.)

6. Prepare materials and handouts as needed.

Background Information:

Share list of reasons people form communities and post on the board.

· Security

· Religious freedom

· Law

· Material well-being

· Government

· Education

· Communication

· Transportation

· Recreation

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Observing Change / NOTE: 1 Day = 50 minutes
Suggested Day 1 - 5 minutes
1. Students carefully observe the teacher’s desk and front wall or the board.
2. Students turn away from the teacher’s desk and front wall and close their eyes while you make some changes to the desk and board.
3. After a few minutes, students face the front and identify three changes.
4. Continue the discussion by asking questions to ensure students mention specific changes they have observed. Lead students to think about the importance of being able to watch for changes in our community (Include questions such as: Have you ever observed changes in the community? Did someone plan the change? Was it an event that changed the community?)
5. Guide the discussion on change to help students understand that things, people, and places are always changing. Nothing really stays the same. Our community is different today than it was in the last century or last decade or even last year.
EXPLORE – Why people form communities / Suggested Day 1 (continued) - 10 minutes
1. To review students’ prior knowledge about communities, share a list of reasons people form communities. (See Teacher Resource: People Form Communities and TEKS 3.2B.)
· People form communities to help meet their need for:
· Security
· Religious freedom
· Law
· Material well-being
· Government
· Education
· Communication
· Transportation
· Recreation
2. Display a map of the 13 colonies with the names and locations of towns and communities.
3. Allow students time to study the map for a few minutes. / Materials:
· map of the Early American Colonies (optional)
Attachments
· Teacher Resource: People Form Communities
TEKS: 3.1A, 3.1B, 3.1C; 3.17E, 3.18A
Instructional Note:
· One source for a map of the 13 colonies with the names and locations of towns and communities could be the grade 5 textbook.
· Use the map again when talking about Daniel Boone.
· The reasons people form communities were introduced in Unit 1 and is treated in more depth in Lesson 2. It needs only to be discussed briefly in this lesson – as a foundation for considering things that have changed in the community.
EXPLAIN – People form communities / Suggested Day 1 (continued) - 10 minutes
1. Group students into pairs.
2. Through a Think, Pair, Share activity, students think about what communities may have been like in the past. Thinking back in time when America was being colonized and new communities were forming, answer the following questions:
· How do you think the communities got started?
· Were the communities planned?
· Who helped?
· Was every community the same?
2. For each question posed, students individually and silently think about their response to each question.
3. Students then share their response with their partner. / TEKS: 3.1A, 3.18A
EXPLORE – Individuals influence communities / Suggested Day 1 (continued) - 15 minutes
1. Divide the class into six groups.
2. Post pictures of the following six historical figures around the room: Benjamin Banneker, Christopher Columbus, Benjamin Franklin, Pierre L’Enfant, Daniel Boone, and Henry Ford. (If desired, use the Teacher Resource: Historical Figures Pictures.)
3. Using the Teacher Resource: 6 Famous Men Strips (cut apart and folded), place all 6 strips of paper in a hat or basket. A representative from each group draws one name.
4. Students in each group gather near the appropriate picture. research the figure, and become an expert on how the person changed, shaped communities, and/or contributed to the expansion of existing communities or to the creation of new communities.
5. Distribute the appropriate page of the Handout: Historical Figures Stories to each group (multiple copies may be used). If desired, provide access to other materials on the person as available (textbook, other classroom materials.)
6. Each group will become “experts” on their historical person, especially concerning how individuals, events, and ideas have changed and shaped communities and/or contributed to the expansion of existing communities or creation of new communities.
7. After reading and researching their person, each group discusses the most important information the rest of the class should know.
8. As optional homework, students could practice telling parents and other family members about the person they researched and extend the discussion to inquire about people, ideas, and events that have changed the local community. / Materials:
· Information on Benjamin Banneker, Christopher Columbus, Benjamin Franklin, Pierre L’Enfant, Daniel Boone, and Henry Ford
Attachments:
· Teacher Resource: Historical Figures Pictures (1 set, optional)
· Teacher Resource: 6 Famous Men Strips (cut apart and folded)
· Handout: Historical Figures Stories (1 set, or more)
TEKS: 3.1A, 3.1B, 3.1C; 3.17E, 3.18A
EXPLAIN – Individuals influence communities / Suggested Day 1 (continued) - 10 minutes
1. Distribute a piece of chart/butcher paper to each group.
2. Groups plan a short (1-2 minutes) presentation about their person to share with the class and prepare a presentation poster.
3. On the butcher paper, groups post the picture of their historical figure on the chart and write (or post) the date information (from the Handout: 6 Famous Men Strips)
4. Students then write a summary of the information they learned about their historical person, including answers to the following questions:
· How has this historical figure influenced communities?
· What ideas or events were important to the historical figure?
· Do these ideas still have an effect on communities toady? In what way(s)?
· Do changes that resulted from the individual’s actions still have an effect on communities toady? In what way(s)? / Materials
· Chart/butcher paper for presentation poster
· Glue/tape
· markers
· Handout: Historical Figures Pictures from Explore
· Handout: 6 Famous Men Strips from Explore
TEKS: 3.1A, 3.1B, 3.1C,3.17E, 3.18A
Instructional Note:
· If there are classroom norms related to summarizing and finding the main idea, apply them here to guide student summary-writing.
EXPLORE – Historical figure presentations / Suggested Day 2 - 20 minutes
1. When all groups are ready to present, presenters line up in order of dates on the slips, creating a living timeline and post their presentation posters in order according to the significant events (not the person’s birth date). (Correct order: Columbus-1492, Boone-1775, Franklin-1776, L’Enfant-1791, Banneker-1792, Ford-1913.)
2. Through a brief class discussion, talk about why the people fall where they do in a timeline. Students build an understanding of the relationship between significant events by creating statements that use relative chronology to describe the events. Example statements include:
· Before Benjamin Franklin signed the Declaration of Independence in 1776 and the American Revolution, Daniel Boone blazed the Wilderness Road through the Cumberland Gap to found one of the first settlements west of the Appalachian Mountains.
3. Distribute the Handout: Graphic Organizer: Individuals Influence Communities to each student, on which they will take notes on the presentations.
4. In order, student groups (or a representative of the group) present to the class information about the historical figure they studied. concluding their presentation (1-2 minutes) by telling how the person changed communities in the past, and state whether they think the changes are still having an influence on communities in the present.
5. Facilitate a discussion where students discuss the contributions of all six people. / Attachments
· Handout: Graphic Organizer: Individuals Influence Communities (1 per student)
TEKS: 3.1A, 3.1B, 3.1C,3.17E, 3.18A
Instructional Note
Presentations may be given by one individual or the whole group.
EXPLAIN – Individuals influence communities / Suggested Day 2 (continued) - 10 minutes
1. Student pairs discuss their ideas about the influence of the people and then vote for two of the 6 people by placing a sticker on the pictures of two people whose changes they feel were most significant.
2. Students explain to a partner why they chose the people they did, supporting their ideas with evidence from the sources. / Materials:
· sticky dots or stickers (2 per student)
TEKS: 3.1A, 3.1B, 3.1C,3.17E, 3.18A
ELABORATE– Applying Learning / Suggested Day 2 (cont’d), Day 3 – 40 minutes
1. To review the learning in this lesson and apply it to the local community, facilitate a brief discussion where students use what they have learned about the historical figures studied to answer the guiding questions and support the Key Understandings. Make a list of student responses.
· Historical and contemporary figures change communities through their actions and ideas.
- How have individuals, events and ideas changed communities?
- Who/what are the individuals, events, and ideas that have helped to shape communities?
- How have individuals, events, and ideas contributed to the expansion of existing communities or to the creation of new communities?
2. Encourage students to think about the local community in terms of the same questions – about how the local community has changed and then about the people, ideas, and events that have led to those changes. (For example, the event of building a new school changed the community. It required an idea (in response to a need), a bond issue proposed by the school board and voted upon by the electorate, a construction team, a name (perhaps for a local good citizen), etc.) If desired, use the Teacher Resource: Important Events and Their Effect on Communities to help prepare.
3. Allow students time to think before beginning the discussion.
4. Create a chart, using student input. List ways the community has changed and the ideas, events, and people involved.
5. Continue the discussion, returning to the guiding questions and Key Understanding, this time using the local examples to answer the questions and support the statement. / Materials
· Chart/butcher paper
Attachments
· Teacher Resource: Important Events and Their Effect on Communities (optional)
Instructional Note
· Since the activity is begun on Day 2 and finishes on Day 3, students can continue the discussion of the questions as homework. They can discuss the questions/ideas with their family and others.
· The local people, ideas, and events should include both contemporary and historical examples.
EVALUATE / Suggested Day 3 – 30 minutes
· Create a poster about one of the historical figures studied who helped to shape communities. Describe in a short paragraph how the figure, and ideas and events related to the figure, changed the communities influenced. (3.1A, 3.1B, 3.1C; 3.17E; 3.18A) 1E; 5B / Materials:
· scissors
· glue
· magazines
· tape
· poster board or other background material