Grade 03 Social Studies Unit 04 Exemplar Lesson 01 ... ... Banneker, Christopher Columbus, Benjamin

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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 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 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 ISD page 1 of 19  

    http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039 http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512040 http://www.tea.state.tx.us/index2.aspx?id=6148 about:/module/standards/Tools/Browse?StandardId=111142 about:/module/standards/Tools/Browse?StandardId=111143 about:/module/standards/Tools/Browse?StandardId=111146 about:/module/standards/Tools/Browse?StandardId=111149 about:/module/standards/Tools/Browse?StandardId=111309 about:/module/standards/Tools/Browse?StandardId=111322 about:/module/standards/Tools/Browse?StandardId=111328 about:/module/standards/Tools/Browse?StandardId=111329 about:/module/standards/0/111143/standard.ashx about:/module/standards/0/111146/standard.ashx about:/module/standards/0/111149/standard.ashx about:/module/standards/0/111322/standard.ashx about:/module/standards/0/111329/standard.ashx about:/module/standards/0/118103/standard.ashx about:/module/standards/0/118138/standard.ashx

  • 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 ISD page 2 of 19  

    http://files5.mycscope.us/240158039045001089230236116201172181096016236121/Download.ashx?hash=2.2 http://files5.mycscope.us/238135012070180219047187190178115049033176150186/Download.ashx?hash=2.2 http://files5.mycscope.us/229151026253109235068103238190137117238178071245/Download.ashx?hash=2.2 http://files5.mycscope.us/217099163200079059048021041114177170160001170076/Download.ashx?hash=2.2 http://files5.mycscope.us/044028206030216066144121146213230155055174171067/Download.ashx?hash=2.2 http://files5.mycscope.us/103134131065219096246008097014241071032017250104/Download.ashx?hash=2.2

  • 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