Grade 2

Social Studies

Unit: 02 Lesson: 03

Lesson Synopsis:
Students have learned that they are part of a community and a state. In this lesson, students explore the symbols of Texas and what they represent. Students also learn about selected good citizens and how they have impacted Texas.
TEKS:
2.4 / History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
2.4A / Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation.
2.6 / Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to:
2.6B / Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
2.14 / Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
2.14A / Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.
2.14C / Identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam.
Social Studies Skills TEKS:
2.18 / 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:
2.18B / Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts.
2.19 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
2.19A / Express ideas orally based on knowledge and experiences.
2.19B / Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
Getting Ready for Instruction
Performance Indicator(s)
  • Illustrate a state symbol and write a two sentence caption to explain its significance. (2.14C, 2.19A, 2.19B)
5B
Key Understandings and Guiding Questions:
  • Los símbolos representan ideas y creencias de un estado o país.
—¿Cuáles son algunos símbolos del estado?
—¿Qué nos dicen los símbolos del estado acerca de Texas?
Vocabulary of Instruction:
  • símbolo
  • característica
  • lugar
/
  • personaje histórico
  • buen ciudadano
/
  • litografía
  • fuente

Materials:
  • Refer to the Notes for Teacher section for materials.

Attachments:
  • Handout: Irma Rangel (1 per student and one teacher copy)
  • Handout: Irma Rangel Sentence Starter (1 per student)
  • Handout:Symbols Sketch and Notes (optional, 1 per student)
  • Teacher Resource: Theodore Roosevelt and Booker T. Washington Lithograph
  • Handout: President Roosevelt (1 per student)

Resources and References:
  • Biographical information on Irma Rangel:

Advance Preparation:
  1. Become familiar with content and procedures for the lesson, including Texas symbols, Irma Rangel, and Theodore Roosevelt.
  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:
Irma Rangel:
  • She was the first female Hispanic elected to the Texas House of Representatives.
  • Before being elected to the House of Representative, she was a teacher, a writer, and an attorney.
  • She helped pass legislation that helped women, children, and the poor.
  • She was passionate about education.
  • Many institutions of learning are named after Irma Rangel.
  • She is a part of the Texas Women’s Hall of Fame.
Theodore Roosevelt:
  • He was the 26th president of the United States.
  • He was the governor of New York.
  • He was a soldier in the Spanish-American War and recruited here in Texas.
  • He was a proponent of conservation. He started the National Parks system and set aside public lands.
  • He was a “trust buster” and wanted fair competition in business.
  • He was awarded the Nobel Peace Prize for negotiating a truce in the Russo-Japanese War.

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–Where in the world was Irma Rangel? / NOTE: 1 Day = 50minutes
Suggested Day 1 – 5 minutes
  1. Display amap of the United States and/or Texas.
  1. Point out the locations of Kingsville, TX, San Antonio, TX, and Austin, TX.
  1. Say:
  • These are all important cities in the life of Irma Rangel.
  1. Invite students to briefly make statements and ask questions such as:
  • Who is Irma Rangel?
  • I’ve been to San Antonio.
/ Materials:
  • map of the U.S. (for display)
  • map of Texas (for display)
Purpose:
Incite curiosity about Irma Rangel, reinforce geography skills.
TEKS:2.4A, 2.6B, 2.14A
EXPLORE– Who was Irma Rangel? / Suggested Day 2 – 20 minutes
  1. Distribute the Handout: Irma Rangel.
  1. Read aloud information on Irma Rangel while students follow along.
  1. Students reread the passage to themselves.
  1. Provide additional information about Irma Rangel as available and appropriate.
  1. Facilitate a discussion where students identify actions and choices byIrma Rangelthat changed Texas and showed she was a good citizen.
  1. Scribe student ideas on chart paper to create an anchor chart about Irma Rangel.
/ Materials:
  • biographical information on Irma Rangel:
  • chart paper
Attachments:
  • Handout: Irma Rangel (1 per student and one teacher copy)
Purpose:
Students learn about Irma Rangel and her work to aid Texans (2.4A: Identify contributions of historical figures … who have influenced the community, state, and nation. Also ties to 2.13A: being a good citizen by “participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting”).
TEKS: 2.4A, 2.18B
Instructional Note:
Irma Rangel is a new figure in the TEKS.Materials from electronic sources might be the easiest to obtain.
EXPLAIN – Good Citizen / Suggested Day 2 (cont’d) – 20 minutes
  1. Distribute the Handout: Irma Rangel Sentence Starter.
  1. Students finish the sentence and add an illustration. (Students canrefer to the biographical materials as needed.)
/ Materials:
  • chart paper
Attachments:
  • Handout: Irma Rangel Sentence Starter(1 per student)
Purpose:
Students tie the traits of good citizenship to a state historical figure.
TEKS:2.4B,2.4C, 2.19B
EXPLORE – Texas Symbols / SuggestedDay 1(cont’d) –35 minutes
  1. Say:
  • You are Texans just like Ms. Rangel. She said the Texas pledge each day in her job as a legislator in the state capitol, just like we say the Texas pledge each day at school.
  1. Students stand and face the Texas flag.
  1. Display the text of Texas pledge and say the pledge as a class.
  • The Texas flag is a symbol of Texas. A symbol is something that stands for something else. The Texas flag stands for Texas; it is recognized as a symbol of Texas.
  • Texas has many symbols. When you think of Texas, what do you think of?Elicit student responses. (Possible answers can include: star, cowboys, cowboy hats, oil rigs,etc.)
  • Let’s learn about some of the symbols of Texas.
  1. Distribute the Handout: Symbols Sketch and Notes,or have students draw their own.
  1. Students explore websites, books and other reading materials about our state symbols.
  1. Facilitate a brief discussion where students talk about the symbols of Texas, what it means to be a Texan, and how the symbols represent beliefs and ideas ofTexans.
  1. Students use the Handout: Symbols Sketch and Notes to sketch five symbols and record two facts about the five symbols they select.
/ Materials:
  • picture of the Texas capitol (optional)
  • websites, books, and other reading materials on state symbols
Attachments:
  • Handout:Symbols Sketch and Notes(optional, 1 per student)
Purpose:
Students collect facts about state symbols.
TEKS:2.14C, 2.18B
Instructional Note
  • Pledge to the Texas Flag:
Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.There are numerous symbols for the state of Texas.
  • The bird, flower, and flag are the symbols cited in 2.14C. Students must learn about the state bird, flower, and the flag, but may learn about many other symbols of Texas.

EXPLAIN – Sketches and Notes on Symbols / SuggestedDay 1(cont’d) –10 minutes
  1. Students use their handout to share what they have learned with a peer, adding symbols and facts to their chart as they learn new things.
  1. Students switch partners and repeat.
/ Materials:
  • Handout:Symbols Sketch and Notescompleted
Purpose:
Students share what they have learned about a Texas symbol with a peer.
TEKS:2.14C, 2.18B
EXPLORE – Roosevelt Biographies / SuggestedDay 2– 30 minutes
  1. Say,
  • Irma Rangel was a good citizen who worked hard to change Texas and make it a better place. Many people have worked to improve our state and nation. Let’s learn about another good citizen who influenced our state and nation.
  1. Group students in small groups (4 students or fewer) and distribute 1 sentence strip to each group.
  1. Display the Teacher Resource: Theodore Roosevelt and Booker T. Washington Lithograph
  1. Provide students an opportunity to study the lithograph.
  1. Facilitate a visual analysis strategy to strengthen student skills in analysis of primary source documents.
  1. Student groups discuss the aspects of good citizenship they see in the lithograph. Using the sentence strip, groups write one aspect of good citizenship portrayed in the lithograph.
  1. Students share out and the teacher compiles their observations by posting the sentence strips.
  1. While still in groups of three or four, students read a biography of Theodore Roosevelt.
  1. Distribute the Handout: President Roosevelt(T-chart).
  1. Whilereading or listening to biographical information about President Roosevelt,students complete the left side of the Handout: President Roosevelt by recording five things they learned about Theodore Roosevelt that show he was a good citizen who worked to make the nation a better place. Students may refer to the reference materials.
  1. Direct the students to the original question and ask additional questions such as:
  • Tell me something you learned that showed President Roosevelt was a good citizen.
/ Materials:
  • sentence strips (1 per small group)
  • biography of Theodore Roosevelt
Attachments:
  • Teacher Resource: Theodore Roosevelt and Booker T. Washington Lithograph
  • Handout: President Roosevelt(1 per student)
Purpose:
Students gather information about Theodore Roosevelt using a variety of sources.
TEKS:2.4A, 2.4C, 2.18B
Instructional Note
There are some historical myths about Roosevelt, so make sure to choose valid, appropriate resource materials.
EXPLAIN – Roosevelt Note Taking / SuggestedDay 2(cont’d) –20 minutes
  1. Students find a partner and share their facts.Students then collect and record five new facts in the second column of their President Roosevelt handout.
  1. If time permits, rotate through several partners.
/ Purpose:
Students collect facts about President Roosevelt from research materials as well as their peers.
TEKS:2.4A, 2.4C, 2.18B
Instructional Note:
  • It is important to listen as the students are exchanging facts, so that misconceptions can be addressed.

ELABORATE–How did President T. Roosevelt impact Texas? / SuggestedDay 3– 30 minutes
  1. Displaya map showing the National Parks and the National Parks in Texas.
  1. Ask students if they have ever been to a national park. Use words such as:
  • National parks are special places that are saved for Americans so everyone can experience our heritage. Often national parks have monuments that are symbols for special events in history, such as the San Jacinto monument and the missions in San Antonio. (Students share their experiences.)
  1. Distribute a blank outline map of Texas.
  1. Students locate the local community on the map, and plot the National Parks in Texas. Students will practice using map elements of title, orientation (north, south, east, west), and legend/map key tools. Then complete the map using the TODAL strategy.
  1. Remind the students that Theodore Roosevelt started the National Park Service to preserve our national heritage.
  1. After looking at their map, students write two sentences about how President Roosevelt changed the state of Texas.
/ Materials:
  • map of national parks (to display)
  • map of national parks of Texas (to display)
  • blank outline map of Texas (1 per student)
Purpose:
Students apply the knowledge they learned during research about President Roosevelt and conservation, with how that impacted Texas.
TEKS:2.4A, 2.4C, 2.18B
Instructional Note:
  • Students add places of significance to the map as appropriate, and then locate the national park nearest their community.
  • TODAL: T=title, O=orientation, D=date, A=author’s name, L=legend and labels

EVALUATE– Symbol Illustration and caption / SuggestedDay 3– 20 minutes
  • Illustrate a state symbol and write a two sentence caption to explain its significance. (2.14C, 2.19A, 2.19B) 5B
  1. Referring to their handout and reference materials, students create an illustration of a Texas symbol and write a two sentence caption to explain its significance.
/ TEKS: 2.14C, 2.19A, 2.19B

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