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Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Grade 03 Social Studies Unit 04 Exemplar Lesson 01: Communities ChangeGrade 03 Social Studies Unit 04 Exemplar Lesson 01: Communities Change
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 districtmay be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEACommissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
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
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.
3.1 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 Indicators
Grade 03 Social Studies Unit 04 PI 01
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.
Standard(s): 3.1A , 3.1B , 3.1C , 3.17E , 3.18A
ELPS ELPS.c.1E , ELPS.c.5B
Key Understandings
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?
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 19
Vocabulary of Instruction
historical figure
cause and effect
change
community
influence
contribution
Materials
Refer to the 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.
Teacher Resource: People Form Communities
Teacher Resource: Historical Figures Pictures
Teacher Resource: 6 Famous Men Strips
Handout: Historical Figure Stories (1 set or more)
Handout: Graphic Organizer: Individuals Influence Communities
Teacher Resource: Important Events and Their Effect on Communities
Resources
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
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 each unit.
Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 19
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
ENGAGE – Observing Change
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 - 5 minutes
1. Students carefully observe the teacher’s desk and front wall or board.
2. Students turn away from the teacher’s desk and front wall and close their eyes while the
teacher makes 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 observe. Lead students to think about the importance of being able to
watch for changes in the 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 afoundation 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:Group students into partners.
How do you think the communities got started?
Were the communities planned?
Who helped?
TEKS: 3.1A, 3.18A
Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 19
Was every community the same?
3. For each question posed, students individually and silently think about their
response to each question.
4. Students then share their response with their partner.
EXPLORE – Individuals influence communities Suggested Day 1 (continued) - 15 minutes
1. Divide the class into six student groups.
2. Post pictures of the following historical figures around the room: Benjamin
Banneker, Christopher Columbus, Benjamin Franklin, Pierre L’Enfant, DanielBoone, 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, especiallyconcerning 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 HenryFord
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 havean 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).
TEKS: 3.1A, 3.1B, 3.1C,3.17E, 3.18A
Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 19
(Correct order: Columbus1492, Boone1775, Franklin1776, L’Enfant1791,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.
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 thepeople, 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.
Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 19
EVALUATE Suggested Day 3 – 30 minutes
Grade 03 Social Studies Unit 04 PI 01
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.
Standard(s): 3.1A , 3.1B , 3.1C , 3.17E , 3.18A
ELPS ELPS.c.1E , ELPS.c.5B
Materials:
scissors
glue
magazines
tape
poster board or other background material
Grade 3
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 05/17/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 19
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2012, TESCC 07/13/12 page 1 of 1
People Form Communities
People form communities to meet their needs for:
Security
Religious freedom
Law
Material well-being
Government
Education
Communication
Transportation
Recreation
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 1 of 2
Historical Figure Pictures
Duplessis, J. S. (Artist). (1778). A portrait of benjamin franklin. [Print Drawing]. Retrieved from http://www.metmuseum.org/Collections/search-the-collections/110000676
Harding, C. (Artist). (1820). Daniel boone. [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/7/79/Unfinished_portrait_of_Daniel_Boone_by_Chester_Harding_1820.jpg
Hartsook. (Photographer). (1919). Henry ford. [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c11278
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 2 of 2
Unattributed. (Artist). (ca. 1790). Pierre charles l'enfant [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/2/22/Pierre_Charles_L'Enfant.gif
Unattributed. (Artist). (ca. 1750). Benjamin banneker [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/9/99/Benjamin_banneker.jpg
del Piombo, S. (Artist). (1519). Portrait of a man, said to be christopher columbus. [Print Drawing]. Retrieved from http://www.metmuseum.org/Collections/search-the-collections/110002098
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2012, TESCC 04/15/13 page 1 of 1
6 Famous Men Strips
Benjamin Franklin (1706 - 1790)
Christopher Columbus (1451 –1506)
Daniel Boone (1734 - 1820)
Henry Ford (1863 - 1947)
Benjamin Banneker (1731–1806)
Pierre Charles L’Enfant (1754–1825)
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 1 of 6
Historical Figures Stories
Short History of Benjamin Franklin
Benjamin Franklin (1706 – 1790)
A Founding Father of the United States, Benjamin Franklin was a writer, a
printer, a scientist, and an inventor. He discovered that lightning is
electricity with his famous kite experiment, and he went on to invent the
lightening rod. Respectful of fire, he made sure communities had volunteer
fire departments and also public libraries.
Franklin believed in democracy, hard work, education and community spirit.
He was very active in local politics, state politics, national politics and even
world affairs. He was a writer, with Thomas Jefferson, of the Declaration of
Independence in 1776 and was a signer of the U.S. Constitution in 1787,
negotiated the peace treaty with England after the American Revolution
(1783). Benjamin Franklin served a few years as governor of Pennsylvania
(1785-1788).
Duplessis, J. S. (Artist). (1778). A portrait of benjamin franklin. [Print Drawing]. Retrieved from http://www.metmuseum.org/Collections/search-the-
collections/110000676
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 2 of 6
Short History of Christopher Columbus
Christopher Columbus (1451 – 1506)
In 1492, Columbus bravely sailed westward across the wide ocean with
three ships, the Niña, the Pinta, and the Santa Maria. With his explorers,
Columbus hoped to sail all the way around the world to the East Indies for
valuable spices. Instead, he and his brave sailors landed on an island in
the Americas which they named San Salvador.
Columbus made four voyages in all, bringing the Spanish culture to the
Americas. His voyages were paid for by the Spanish Queen and King,
Queen Isabella and King Ferdinand, who expected Columbus to claim the
lands he discovered for Spain. They also expected him to convert any
people he met to the Catholic faith, and they wanted him to bring back lots
of gold. Columbus started a period of European of exploration and contact
that lasted for several centuries and developed many communities in the
Americas. He had great pride for spreading the Christian religion across the
world.
del Piombo, S. (Artist). (1519). Portrait of a man, said to be christopher columbus. [Print Drawing]. Retrieved from
http://www.metmuseum.org/Collections/search-the-collections/110002098
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 3 of 6
Short History of Daniel Boone
Daniel Boone (1734 – 1820)
Daniel Boone was an American explorer and frontiersman, who was
famous for exploring and settling land beyond the Thirteen Colonies. In
1775, he blazed what is called the Wilderness Road all the way from North
Carolina to Kentucky where he founded the town of Boonesborough,
Kentucky. By 1800, more than 200,000 people migrated to Kentucky and
Virginia by following the route marked by Boone.
Daniel Boone was also a soldier in the American Revolutionary War
against Great Britain.
Boone became a real American folk hero because of his bravery as an
explorer, and he was frequently the subject of heroic tall tales which
became exaggerated. But in real life, he bravely blazed new trails for
people to follow and he founded communities where people could live.
Harding, C. (Artist). (1820). Daniel boone. [Print Drawing]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/7/79/Unfinished_portrait_of_Daniel_Boone_by_Chester_Harding_1820.jpg
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 4 of 6
Short History of Henry Ford
Henry Ford (1863 – 1947)
An inventor who became a manufacturer, Henry Ford designed the Model-
T car in 1908. He invented the assembly line manufacturing and introduced
it in 1913. That invention made it possible to mass produce cars more
quickly and at a lower price so that people who were not so rich would be
able to buy a car. Mr. Ford also paid his workers well.
Since he made it possible for so many people to buy a car, he changed
transportation in America. Now people in communities had an affordable,
dependable method of transportation, one that was much faster than a
horse.
Hartsook. (Photographer). (1919). Henry ford. [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c11278
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 5 of 6
Short History of Benjamin Banneker
Benjamin Banneker (1731 – 1806)
Benjamin Banneker was a man of many interests. As a boy, he mostly
learned how to read from his mother and his grandmother. He became
very interested in math, history, and science. He attended school for a
short while. His family needed for him to work in their farm. This did not
stop Benjamin from learning.
In his early twenties, he created a diagram for a watch. He became so
interested in how a watch worked so he opened it up and studied all of the
pieces inside the watch. Using his diagram, Benjamin soon carved a clock
out of wood.
Banneker also studied astronomy, authored almanacs and made scientific
predictions such as solar and lunar eclipses. His first almanac was
published in 1792.
As a surveyor, he was able to continue the work that was started by
L’Enfant in designing the capital, Washington D.C.
Unattributed. (Artist). (ca. 1750). Benjamin banneker [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/9/99/Benjamin_banneker.jpg
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 6 of 6
Short History of Pierre Charles L’Enfant
Pierre Charles L’Enfant (1754 – 1825)
L'Enfant was a Frenchman recruited to join in the American Revolutionary
War in the American colonies. He served as a military engineer in the
Continental Army and later served on General George Washington's staff
as the Captain of Engineers.
After the war, when President Washington discussed building new
government offices and buildings, L'Enfant wrote to President Washington
asking for the job to plan and design the capital city. President George
Washington did appoint L'Enfant to design the new capital city, the District
of Columbia, or D.C. In 1791 L'Enfant designed a city plan including a
Capitol and a Presidential Mansion.
The city was to be 10 miles square. The plan specified that most streets
would be laid out in a grid. L’Enfant designed the streets to radiate out from
the monuments like rays of sun because he felt like democracy, or
governmental power should radiate out from the government to the people.
L’Enfant’s plan would not only be beautiful, but it would also confuse any
enemy attacker.
Unattributed. (Artist). (ca. 1790). Pierre charles l'enfant [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/2/22/Pierre_Charles_L'Enfant.gif
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 1 of 2
Graphic Organizer: Individuals Influence Communities
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Name:
How did this historical figure influence communities?
Do these changes still affect communities? How?
Notes: 1775 Notes: 1492 Notes: 1776
Notes: 1792 Notes: 1913 Notes: 1791
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2013, TESCCC 05/17/13 page 2 of 2
Image source: Columbus: del Piombo, S. (Artist). (1519). Portrait of a man, said to be christopher columbus. [Print Drawing]. Retrieved from
http://www.metmuseum.org/Collections/search-the-collections/110002098
Boone: Harding, C. (Artist). (1820). Daniel boone. [Print Drawing]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/7/79/Unfinished_portrait_of_Daniel_Boone_by_Chester_Harding_1820.jpg Franklin: Duplessis, J. S. (Artist). (1778). A portrait of benjamin franklin. [Print Drawing]. Retrieved from http://www.metmuseum.org/Collections/search-the-
collections/110000676 L’Enfant: Unattributed. (Artist). (ca. 1790). Pierre charles l'enfant [Print Drawing]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/2/22/Pierre_Charles_L'Enfant.gif Banneker: Unattributed. (Artist). (ca. 1750). Benjamin banneker [Print Drawing]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/9/99/Benjamin_banneker.jpg Ford: Hartsook. (Photographer). (1919). Henry ford. [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c11278
Grade 3 Social Studies
Unit: 04 Lesson: 01
©2012, TESCC 04/30/13 page 1 of 1
Important Events and the Effect on Communities
Natural Event: Effect on Communities
Hurricane (such as Katrina)
Tornado
Flooding rain
Drought
Fire Fire departments and first responders
Volcano
Earthquake
Tsunami
Historic Event: Effect on Communities:
Declaration of Independence
War
Polluted streams and waterways
9-11
Inventing automobiles
Discovering the Americas
Blazing the trail called Camino Real
Local Historic Event: Effect on Our Community:
