Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Grade 03 Social Studies Unit 08 Exemplar Lesson 02: Individuals Influence Future GenerationsGrade 03 Social Studies Unit 08 Exemplar Lesson 02: Individuals Influence Future Generations

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 beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s Listof State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students look closely at historical people who were first to make discoveries or create inventions or innovations that changed communities

at that time, now, and in the future, focusing also on local heroes who are good citizens and first responders. Students make use of

technology as a resource for research, to summarize and write what is learned, and place information into a timeline format.

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.

3.1C 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.

3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by historical and

contemporary figures. The student is expected to:

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.

3.14 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, Juliette 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.

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:

3.17A Research information, including historical and current events, and geographic data, about the

community and world, using a variety of valid print, oral, visual, and Internet resources.

3.17B Sequence and categorize information.

3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected

to:

3.18B Use technology to create written and visual material such as stories, poems, pictures, maps, and

graphic organizers to express ideas.

GETTING READY FOR INSTRUCTION

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 21  

Performance Indicators

Grade 03 Social Studies Unit 08 PI 02

Create a vertical illustrated timeline that plots individuals and the time frame on the left side and their contributions on the right side. Select one individual that

you believe was the most influential leader to past and current societies and justify in a short paragraph.

Standard(s): 3.1A , 3.11B , 3.14A , 3.17A , 3.17B , 3.18B

ELPS ELPS.c.1A , ELPS.c.1F

Key Understandings

Individuals may influence current and future societies.

—    How do individuals change communities by being first with their innovations, inventions, or discoveries?—    How have individuals, events and ideas changed communities?—    Who are historical and contemporary individuals who exemplify good citizenship?—    What are heroic deeds of state and national heroes?

Vocabulary of Instruction

contribution

influence

citizenship

cultural exchange

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.

Handout: Cultural Exchange Questionnaire (1 per student)

Teacher Resource: Christopher Columbus Story

Teacher Resource: Helen Keller Story

Teacher Resource: Ruby Bridges Story

Handout: Venn Diagram of Helen Keller and Ruby Bridges (1 per student)

Handout: Venn Diagram of Helen Keller and Ruby Bridges KEY

Teacher Resource: Phillis Wheatley Story

Teacher Resource: James Lovell Story

Teacher Resource: Ellen Ochoa Story

Resources

Columbian Exchange (search internet for information on the Columbian Exchange)

Local and school library

Local newspapers

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the people in the lesson, events in the community and leaders

and first responders in the 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. Prepare materials and handouts as needed.

Background Information

Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 21  

Teachers must know the qualities of a good citizen from the TEKS. Because so much of the 3rd grade course has to do with social studies concepts at work in

the local community, it is essential that events and leaders of the community, first responders of the community, and history of the community be included in

instruction. Information about topics such as when local businesses and restaurants (cultural exchange) were developed in the community can be helpful. This

information is often available from the local chamber of commerce, the library, or local historical society.

Read the stories about people that are provided and learn more information about each person for background. Include examples form the local community as

well.

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. District

personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “MyCSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Exchanging Culture Changes Communities

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 30 minutes

1. Begin a discussion of favorite foods to make a connection between foods and

cultures.

2. To access prior information, distribute the Handout: Cultural Exchange

Questionnaire for students to fill out.

3. Using information from the questionnaire, students discuss how their

community has changed over time. (Teacher guides the discussion toward

information on how the community has changed over time. Information on how

the community and businesses have changed over time are usually available

from the chamber of commerce or local library or historical center.)

4. If possible, find out the first restaurant in the community and also research

how many years several of the restaurants have been in your community.

5. Discuss how the community has changed over time, even just based on

restaurants and eating out.

Attachments:

Handout: Cultural Exchange Questionnaire

TEKS: 3.1A, 3.1C, 3.11B, 3.14A, 3.15A, 3.17A, 3.17B, 3.18B

EXPLORE – The Columbian Exchange Suggested Day 1 (continued) – 20 minutes

1. Teacher reads aloud the story of Christopher Columbus and the Columbian

Exchange.

2. Students compare maps of Columbus’s voyage and a map of the oceancurrents to see how the currents influenced where Columbus sailed and

landed.

3. Students track, record and compile information about Christopher Columbus

using technology and the Internet, books and other resources about the

Columbian Exchange.

4. Students record information and sources.

Materials:

map showing the voyages of Christopher

Columbus

map of the ocean currents

information on the Columbian Exchange

graphic organizer or note-taking handout

(optional)

Attachments:

Teacher Resource: Christopher Columbus

Story

TEKS: 3.1C; 3.17B

Instructional Note:

Provide research resources including the

Internet for students to uncover more

information about Christopher Columbus.

Teacher may provide a graphic organizer or

note-taking handout for the students to track

and record information.

EXPLAIN – Columbus Changed Communities Suggested Day 2 – 50 minutes

Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 21  

1. Students categorize information gleaned from research into categories on a

chart.

2. Using the information, students work in small groups to design a newspaper

writing stories chronicling the history of Christopher Columbus and the

Columbian Exchange and how Christopher Columbus changed communities.

3. In the reporting, students include ways Christopher Columbus changed the

communities where he landed, both then and now.

4. Students make use of computer technology to make their final newspaper look

authentic.

Materials

Newspaper article lead paragraphs to illustrate

the 5Ws

TEKS: 3.1C; 3.17A, 3.17B

Instructional Note:

Introduce, explain, and practice the “who, what,when, where, why,” or 5Ws, of writing anewspaper article. Show examples from the

local newspaper to help students see the

formation of the lead and the 5Ws.

Before writing, students could brainstorm ideas

for factual articles.

EXPLORE – Good Citizens Change Communities Suggested Day 3 – 30 minutes

1. Students discuss and compare Teacher Resource: Helen Keller Story and

Teacher Resource: Ruby Bridges Story, focusing on the challenges each

had, the solutions they found, their lasting legacy, and their characteristics of

good citizenship. Review the list of the qualities of a good citizen. Decide which

characteristics from the anchor chart each one of them practiced.

2. Students create a comparison of the two women using Handout: Venn

Diagram of Helen Keller and Ruby Bridges. Model the thinking and then

complete the Venn Diagram with students working individually, in pairs, or

contributing to a class chart.

3. Create a vertical time line. Write the dates and names on the left side and the

individuals’ main contributions or achievements on the right side. This can bedone as a class, in small groups, or individually.

Attachments:

Teacher Resource: Helen Keller Story

Teacher Resource: Ruby Bridges Story

Handout: Venn Diagram of Helen Keller and

Ruby Bridges

Teacher Resource: Venn Diagram of Helen

Keller and Ruby Bridges KEY

Instructional notes:

Using a document camera to show the Ruby

Bridges and Helen Keller stories, or providing

individual student copies can help students

follow along and retain information.

Teacher reviews information about Helen Keller

and Ruby Bridges with the students by reading

the stories about each. Remind the students

that Helen and Ruby were both little girls that

were both good citizens. They lived at different

times from each other.

Characteristics of a good citizen:

TRUTH

JUSTICE

EQUALITY

RESPECT

RESPONSIBILITY

PARTICIPATE IN GOVERNMENT

EXPLAIN – Good Citizenship Suggested Day 3 (continued) – 10 minutes

1. Students imagine a conversation between Helen Keller and Ruby Bridges.

2. Record in a dialogue what the two women might say to one another about their

life and the importance of being a good citizen.

Instructional Note

An extension idea could be to videotape the conversations

students create and then place them in a center where

students can share them with the class.

ELABORATE – Good Citizenship Suggested Day 3 (continued) – 10 minutes

1. Students answer the following:

—    How do individuals change communities by being first with their innovations, inventions,

or discoveries?

—    How have individuals, events and ideas changed communities?

—    Who are historical and contemporary individuals who exemplify good citizenship?

EXPLORE – Good Citizenship Suggested Day 4 – 20 minutes

1. Read aloud the Teacher Resource: Phillis Wheatley Story. Attachments:

Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 21  

2. Students discuss reactions to her story and discuss what it means to be the

“first” to do something. Record information using a graphic organizer such as2-column note format.

3. Students contribute to a discussion about how Phillis Wheatley was

participating in government.

Teacher Resource: Phillis Wheatley Story

EXPLAIN - Leaders Influence Communities Suggested Day 4 (continued) – 20 minutes

1. Students read newspaper articles or interviews in order to discuss examples of

important events that are happening in their community today. Create a class

list of important events in the community.

2. Students point out particular people they believe are leaders who have

influence in their local community today based on those events, such as Phillis

Wheatley did in George Washington’s time. Create a class list of leaders whoinfluence important events in the community today.

3. Students write poems reflecting their own ideas about those current events

that are affecting their community today.

4. Send student poems to a leader or person of influence in the community.

Materials:

newspaper articles or interviews from the local

community reflecting important events that are

happening in the community (or neighboring

communities), state, and nation

TEKS: 3.1C; 3.11B; 3.18B

Instructional Note:

The teacher may choose to display or actually mail a positive

poem to a community leader.

ELABORATE – Positive Influence on Communities Today Suggested Day 4 (continued) – 10 minutes

1. Learn about another modern day person who has made a positive influence

on communities today, such as Marian Wright Edelman. Use Teacher

Resource: Marian Wright Edelman Story.

Attachments:

Teacher Resource: Marian Wright Edelman

Story

EXPLORE – Heroic Deeds and Citizens Who Are First Suggested Day 5 – 30 minutes

1. Review the information by reading Teacher Resource: James Lovell Story

and Teacher Resource: Ellen Ochoa Story and discuss the importance of

people who are willing to be the first explorer or innovator. What was their

most important contribution?

2. Students research first responders in the community to find out about local

heroes who are willing to be first in a fire, or first to help in an emergency.

What is their most important contribution?

3. Discuss the bravery and citizenship required to be willing to be one of the

“first” to do something.

Materials

pictures or articles about first responders

TEKS: 3.1C; 3.14A

Attachments:

Teacher Resource: James Lovell Story

Teacher Resource: Ellen Ochoa Story

EXPLAIN – First Responders Are Our Good Citizens Suggested Day 5 (continued) – 20 minutes

1. Using information from their research, students select a local “first responder”as their focus and write short story about the local first responder.

TEKS: 3.18B

ELABORATE – Bringing it all Together Suggested Day 6 – 15 minutes

1. Facilitate a discussion to summarize students learning. Encourage students to

use what they have learned to answer the guiding questions and provide

statements in support of the Key Understanding.

Individuals may influence current and future societies.

—    How do individuals change communities by being first with

their innovations, inventions, or discoveries?

—    How have individuals, events and ideas changed

communities?

—    Who are historical and contemporary individuals who exemplify

good citizenship?

—    What are heroic deeds of state and national heroes?

TEKS: 3.1A; 3.11B; 3.14A; 3.17A, 3.17B; 3.18B

EVALUATE – Bringing it all Together Suggested Day 6 (continued) – 35 minutes

Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 21  

Grade 03 Social Studies Unit 08 PI 02

Create a vertical illustrated timeline that plots individuals and the time frame on the left side

and their contributions on the right side. Select one individual that you believe was the most

influential leader to past and current societies and justify in a short paragraph.

Standard(s): 3.1A , 3.11B , 3.14A , 3.17A , 3.17B , 3.18B

ELPS ELPS.c.1A , ELPS.c.1F

Grade 3

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 6 days

Last Updated 05/21/13

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 21  

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 05/02/13 page 1 of 1

Cultural Exchange Questionnaire

Do you eat all your meals in your own home? (circle one) YES NO

Where else do you eat? Make a list of the places you eat sometimes.

_________________________________________ 

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Put a star by all the restaurants on your list that are from a certain culture such as Asian, Italian, French, or Mexican. Put a check if they are decorated, have art on the walls from that culture, or play music from that culture. For instance, the restaurant Macaroni Grill is decorated like a place in Italy and plays Italian music. Sometimes the waiters sing Italian opera. Think about it: Our community has changed over time. People in this and other communities changed and began to eat some of their meals in restaurants instead of cooking/eating all of their meals at home. And, as people from many cultures came to our community, we learned to eat foods, listen to music, and appreciate art from other countries. Can you find out which restaurant was the first restaurant in your community?

An exchange is when you trade. Do you think there are American restaurants in Italy? If you were to visit another country like China or Germany and saw a McDonalds, it would be an example of the American culture in another country, or cultural trade, or cultural exchange.

Cultural exchange, or restaurants with food from other cultures, is one way people have helped to change our community.

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2013, TESCCC 05/21/13 page 1 of 2

Christopher Columbus (1451 –1506)

In 1492, Columbus bravely sailed westward across the wide ocean with three ships, the

Niña, the Pinta, and the Santa María. Christopher Columbus (Cristobal Colon) had

studied the earth. He was convinced it would be possible to sail westward from Portugal

and Spain around the world to the Far East.

With his sailors and ships, Columbus set sail westward for valuable spices. Instead of

sailing all the way around, after 37 long days, he and his sailors landed on an island in

the Americas which they named San Salvador. They were the first Europeans to find

the land but it was already inhabited by native people. As promised, they claimed the

land for King Ferdinand and Queen Isabella of Spain. Because Columbus thought he

was on the East Indies, he called the native people who already lived there Indians.

Columbus led three more voyages to the area he called the New World, claiming land

and bringing the Spanish culture to the Americas as he searched for gold and other

treasures for the King and Queen. Columbus helped to establish the first permanent

colony in Cuba on his second voyage and in Venezuela on his third voyage, bringing

the culture of the Spanish to the Americas. The Spanish rulers also expected Columbus

to convert any people he met to the Catholic faith, so we often refer to the purpose of

these voyages as God, Gold and Glory.

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2013, TESCCC 05/21/13 page 2 of 2

Columbus was the first to begin European of exploration of western lands and he

created contact that lasted for several centuries. As a result of his discoveries, many

Europeans claimed lands, developed colonies, and changed communities in the

Americas.

Now called the Columbian Exchange, people refer to this point in time as a time of

major cultural exchange between Europe and the Americas. People living in Europe

brought new languages, styles of dress, religion and music to the Americas as well as

foods, like grapes, olives, onions, tea and also animals, such as horses, and germs that

caused diseases.

From the Americas, Columbus and his sailors took back with them to Europe new

languages, styles of dress, and music, as well as new foods such as potatoes, corn,

beans and also animals such as buffalo, raccoons and rattlesnakes.

A sad part of the Columbian exchange was the bringing of sickness, or disease. Many

native people in the Americas died from European diseases such as small pox,

measles, typhoid and diphtheria.

Christopher Columbus made a major impact on the communities all across the

Americas as many ships of people began to follow his routes, read his diaries and sail

to what they nicknamed The New World.

Image credit: 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: 08 Lesson: 02

©2012, TESCCC 05/20/13 page 1 of 1

Scenario #2

Helen Keller

Helen Keller and her teacher, Anne Sullivan, demonstrated the use of Braille as a system for blind people to learn to read the alphabet and words with their fingers. Helen Keller was also deaf. She proved the importance of Braille to the blind because she was the first blind person to earn a college degree. She earned a Bachelor of Arts degree from Radcliffe University.

When Helen Adams Keller was born in 1880, she could see and hear very well. At the age of two, she became ill with a virus. During that illness she lost her sight and her hearing, becoming deaf and blind. She was a very unhappy little girl, and her family could not seem to communicate with her.

Her mother and father contacted Alexander Graham Bell, who was working with deaf and blind children at the time. He introduced them to a very special teacher named Anne Sullivan. Eventually, Ms. Sullivan taught Helen to use sign language, to read Braille, and to speak.

Helen Keller showed the courage to work hard to overcome her physical differences. She learned to "hear" people's speech by reading their lips with her hands. She learned to use a cane to find her way as she walked. Learning to communicate with others helped her to calm down and become a happier child. Later, when Helen finally learned to read Braille, she could read and study books written in Braille and go to school. Eventually, she earned a degree from college, proving to all that people with blindness could be educated. Keller also had positive influence over how people with disabilities are treated.

Photo credit: Unattributed. (Photographer). (1904). Helen keller. [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c12513

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 05/02/13 page 1 of 3

The Story of Ruby Bridges

Excerpts from Bridges Hall, R. (2000). The education of ruby nell. Retrieved from http://www.rubybridges.com/story.html

(Shortened for third grade readability)

The picture is taken in November of 1960. Ruby Bridges bravely walks down the steps of William Frantz Public School of New Orleans, escorted by federal marshals, the first black student at the formerly all-white elementary school.

Before that day, except for her long walk to the all-black school where she went to kindergarten, her world didn't extend beyond her block. But that was all about to change.

Because of the new law Brown v. Board, and a new federal court order, New Orleans public schools were finally forced to desegregate. In the spring of 1960, Ruby was intelligent so when she passed a certain test she was selected to start first grade at William Frantz Public School.

Ruby remembers, “My mother was all for it. My father wasn't. ‘We're just asking for trouble,’ he said. He thought things weren't going to change, and blacks and whites would never be treated as equals. Mama thought I would have an opportunity to get a better education if I went to the new school - and a chance for a good job later in life. My parents argued about it and prayed about it. Eventually my mother convinced my father that despite the risks, they had to take this step forward, not just for their own children, but for all black children.

A federal judge decreed that on Monday, November 14, 1960 black children in New Orleans would go to school with white children.

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 05/02/13 page 2 of 3

The morning of November 14 federal marshals drove my mother and me the five blocks to William Frantz. In the car one of the men explained that when we arrived at the school two marshals would walk in front of us an two behind, so we'd be protected on both sides.

That reminded me of what Mama had taught us about God, that he is always there to protect us. "Ruby Nell," she said as we pulled up to my new school, "don't be afraid. There might be some people upset outside, but I'll be with you."

Sure enough, people shouted and shook their fists when we got out of the car, but to me it wasn't any noisier than Mardi Gras, I held my mother's hand and followed the marshals through the crowd, up the steps into the school.

The marshals drove my mother and me to school each day. A young white woman met us inside the building. She smiled at me. "Good morning, Ruby Nell," she said, just like Mama except with what I later learned was a Boston accent. "Welcome, I'm your new teacher, Mrs. Henry." She seemed nice, but I wasn't sure how to feel about her. I'd never been taught by a white teacher before.

Mrs. Henry took my mother and me to her second-floor classroom. All the desks were empty and she asked me to choose a seat. I picked one up front, and Mrs. Henry started teaching me the letters of the alphabet.

The next morning my mother told me she couldn't go to school with me. She had to work and look after my brothers and sister. "The marshals will take good care of you, Ruby Nell," Mama assured me. "Remember, if you get afraid, say your prayers. You can pray to God anytime, anywhere. He will always hear you."

That was how I started praying on the way to school. The things people yelled at me didn't seem to touch me. Prayer was my protection. After walking up the steps past the angry crowd, though, I was glad to see Mrs. Henry. She gave me a hug, and she sat right by my side instead of at the big teacher's desk in the front of the room. Day after day, it was just Mrs. Henry and me, working on my lessons.

At the same time, there were a few white families who braved the protests and kept their children in school. But they weren't in my class, so I didn't see them. People from around the country who'd heard about me on the news sent letters and donations. A neighbor gave my dad a job painting houses. Other folks baby-

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 05/02/13 page 3 of 3

sat for us, watched our house to keep away troublemakers, even walked behind the marshal's car on my way to school. My family couldn't have made it without our friends' and neighbors' help.

And me, I couldn't have gotten through that year without Mrs. Henry. Sitting next to her in our classroom, just the two of us, I was able to forget the world outside. She made school fun. We did everything together. I couldn't go out in the schoolyard for recess, so right in that room we played games and for exercise we did jumping jacks to music.

The people I passed every morning as I walked up the schools steps were full of hate. They were white, but so was my teacher, who couldn't have been more different from them. She was one of the most loving people I had ever known. The greatest lesson I learned that year in Mrs. Henry's class was the lesson Dr. Martin Luther King Jr., tried to teach us all. Never judge people by the color of their skin. God makes each of us unique in ways that go much deeper. From her window, Mrs. Henry always watched me walk into school. One morning when I got to our classroom, she said she'd been surprised to see me talk to the mob. "I saw your lips moving," she said, "but I couldn't make out what you were saying to those people."

“I wasn't talking to them," I told her. "I was praying for them." Usually I prayed in the car on the way to school, but that day I'd forgotten until I was in the crowd. Please be with me, I'd asked God, and be with those people too. Forgive them because they don't know what they're doing.”

"Ruby Nell, you are truly someone special," Mrs. Henry whispered, giving me an even bigger hug than usual. She had this look on her face like my mother would get when I'd done something to make her proud.

Today Ruby Bridges still volunteers at William Frantz Public School of New Orleans. Hurricane Katrina caused major damage, including ruining the books in the school library. Ruby helped to clean up the mess and now she is helping to restore the library, as well.

Photo credit (left to right): Library of Congress, Prints & Photographs Division, NYWT&S Collection, [LC-USZ62-126460] United Press International (Photographer). (1960). Six-year-old ruby bridges. [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c26460

Grade 3 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 05/02/13 page 1 of 1

Venn Diagram of Helen Keller and Ruby Bridges

Helen Keller Dates: _________ Ruby Bridges Dates: ________

Summary: ________________________________________________________________________________

Challenges:

Solutions:

Lasting Legacy:

Qualities of Good Citizenship:

Challenges:

Solutions:

Lasting Legacy:

Qualities of Good Citizenship:

Shared Qualities:

Challenges:

Solutions:

Lasting Legacy:

Qualities of Good Citizenship:

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Venn Diagram of Helen Keller and Ruby Bridges KEY

Helen Keller Dates: 1880-1968 Ruby Bridges Dates: 1954-still living

Summary: Both Helen Keller and Ruby Bridges bravely showed responsibility, an understanding of equality, respected their teachers, and knew that all people deserved justice.

Challenges: Became deaf and blind at age two.

Solutions: Learned from her teacher to read

Braille and to read lips.

Lasting Legacy: Deaf and blind people

can read, write and get their education.

Worked for equal rights for people who

have physical challenges.

Qualities of Good Citizenship:

EQUALITY, RESPECT, RESPONSIBILITY,

PARTICIPATE IN GOVERNMENT

Challenges: first African American

child to integrate schools in New Orleans

in 1960. Only child in her first grade class.

Escorted by Federal Marshals with people

shouting at them.

Solutions: Was brave. Did what adults told

her to do. Concentrated on school work and

learned from her teacher. Did not let people

keep her away from education.

Lasting Legacy: Schools are now integrated

Qualities of Good Citizenship: TRUTH,

JUSTICE, EQUALITY, RESPECT

Shared Qualities:

Challenges:

Solutions: Learned from the teacher

Lasting Legacy: Were the first.

Made a difference for others.

Qualities of Good Citizenship:

EQUALITY, RESPECT

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Phillis Wheatley

Phillis Wheatley was an influential poet during the American

Revolution. She was the first African American poet, and she was the

first African American woman to publish poetry and writing. President

George Washington read her poems and listened to her opinions

about important matters.

Born in Senegal, Africa in 1753, Phillis Wheatley was kidnapped and

placed on a slave ship to Boston. Miss Wheatley was then sold at the

age of seven to John and Susannah Wheatley of Boston, to serve as

Mrs. Wheatley's personal servant. Miss Wheatley, however, was soon

accepted as a member of the family, and was raised and educated

with the Wheatley's other two children.

Miss Wheatley quickly learned to read and write English. At thirteen,

she wrote her first poem. By 1773, thirty-nine of her poems were

published in London as "Poems on Various Subjects, Religious and

Moral." It was the first book published by a black American. In 1775,

she wrote a poem about the accomplishments of George Washington

and sent it to the commander-in-chief. Washington responded by

praising her talents and inviting her to his headquarters.

Image credit: Moorhead, S. (Artist). (1773). Phillis Wheatley [Print Drawing]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3a40394

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The Story of James Lovell

James "Jim" Arthur Lovell, Jr., has many “firsts”. First of all, he was the brave commander of the Apollo 13 mission, which suffered a critical failure en route to the Moon. The crew worked together making important group decisions along with Mission Control, so they were able to solve the serious problem and bring their space ship back safely to Earth.

Lovell was also the command module pilot of Apollo 8, the first Apollo mission to enter lunar orbit. He is one of only 24 people to have flown to the Moon, the first of only three people to fly to the Moon twice, and the only one to have flown there twice without making a landing. Lovell was also the first person to fly in space four times.

Lovell is from Ohio and is proud to be an Eagle Scout. As a boy, Lovell was interested in rocketry, and loved to build flying models. Later he went to college at the University of Wisconsin–Madison then continued on to the United States Naval Academy where he graduated and entered the United States Navy. Lovell became a Navy pilot, stationed at several air bases. In January 1958, he entered a six-month test pilot training course at the Naval Air Test Center and graduated first in his class.

In 1962, Lovell was accepted into NASA Astronaut Group 2. He made two Gemini flights gave him more time in space than any other person as of 1966. He was chosen for the crew on Apollo 8. Lovell, along with Borman and Anders were launched on December 21, 1968, becoming the first men to travel to the Moon.

The craft entered lunar orbit on Christmas Eve and made a total of ten orbits, most of them circular at an altitude of approximately 70 miles (110 km) for a total of twenty hours. They broadcast black-and-white television pictures of the lunar surface back to Earth, and Lovell took his turn with Borman and Anders in reading a passage from the Biblical creation story in the Book of Genesis.

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They began their return to Earth on Christmas Day with a rocket burn made on the Moon's far side, out of radio contact with Earth. (For this reason, the lunar orbit insertion and trans-Earth injection burns were the two most tense moments of this first lunar mission.) When contact was re-established, Lovell was the first to announce the good news, "Please be informed, there is a Santa Claus." The crew splashed down safely on Earth December 27.

Lovell lifted off aboard Apollo 13 on April 11, 1970. They were to land on the Moon. But on April 13, while in Earth-Moon transit, a damaged heater coil in a cryogenic oxygen tank sparked during a routine tank stir. This quickly turned liquid oxygen into gas with a huge increase in pressure, which burst the tank and damaged a second tank, resulting in the loss of all stored oxygen in just over two hours. This disabled the fuel cell-driven electrical power system, crippling the Command/Service Module "Odyssey" and requiring immediate abort of the landing mission; the goal of the mission became safely returning to Earth.

Using the LM as a "life boat" providing power, oxygen and propulsion, Lovell and his crew immediately re-established the free return trajectory that they had left, and swung around the Moon to return home. Based on calculations made on Earth, Lovell had to adjust the course two times by manually controlling the Lunar Module's thrusters and engine, using his watch for timing. Apollo 13 returned safely to Earth on April 17. Lovell is one of only three men to travel to the Moon twice, but he never walked on it.

Later, Lovell was awarded the Distinguished Eagle Scout Award, and then he served as the President of the National Eagle Scout Association in the mid-1990s. He was also recognized by the Boy Scouts of America with their prestigious Silver Buffalo Award. Lovell strongly urges students to get involved in science and the space program and he credits NASA in the 1960s with bringing much of the country together for a common goal. A small crater on the far side of the Moon is named Lovell in his honor.

The Captain James A. Lovell Federal Health Care Center was completed in October 2010, merging the Naval Health Clinic Great Lakes and the North Chicago Veterans Affairs Medical Center.

Photo credit: NASA. (Photographer). (1969). James a. lovell. [Web Photo]. Retrieved from http://www.jsc.nasa.gov/Bios/htmlbios/lovell-ja.html

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The Story of Ellen Ochoa

http://www.jsc.nasa.gov/Bios/htmlbios/ochoa.html

Ellen Ochoa was born in 1958 in California. She remembers that she was 11 when man first walked on the moon. In school she loved math and science and she played the flute. At that time, she dreamed of becoming a musician. When Ellen Ochoa was in high school she said that other students teased her because she really liked science class. Because of her hard work and her love of science, today she is Dr. Ellen Ochoa, the first Hispanic woman to go into space and an inventor.

Dr. Ochoa had a great deal of college education. She first earned a degree in physics from San Diego State University in 1980; then she earned a Master of Science and a Doctorate in Electrical Engineering from Stanford University.

“When I was growing up, I never considered being an astronaut as an option, because when I was growing up there were no female astronauts. It wasn't until the first six female astronauts were selected in 1978 that women could even think of it as a possible career path. I remember especially Sally Ride.” In an interview she said, “Being an astronaut isn't just the science… An astronaut must be both a team player and a leader as well. Students should get involved in activities where you work closely with other people – because working closely with other people is an essential part of being an astronaut!” She urged students to look to teachers for help.

Many astronauts like to invent ways to make things better. Ellen Ochoa is one of those astronauts who is also an inventor. Her inventions include optical recognition systems, computer hardware, and robot guiding

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systems. All of her inventions help with NASA's ability to refine images from space.

Ochoa was excited to be selected by NASA in January 1990 to be an astronaut. After a year of training she became an astronaut in July 1991. Her first flight was in 1993 aboard the space shuttle Discovery. She flew again in 1994, 1999, and 2002. From her experiences, Dr. Ochoa highly recommends teamwork. "Whenever we accomplished a mission, it was very rewarding," she remembered. "Everyone feels great, even when they make a little contribution."

Ellen Ochoa explained, “I have worked the robot arm on all three of my space missions, and I really love it. It's challenging to do, but lots of fun. On my last mission to the space station I worked with the help of cameras and monitors because we were docked in a way that prevented me from seeing the robot arm. This made things more difficult, but then again, everything I've done on actual missions in space has always been easier than when I first tried it during training.”

When asked about floating in zero gravity, she answered, “Weightlessness is the fun part of the mission. There is really nothing to compare it to on Earth. I guess the closest thing would be swimming or scuba diving. It's a similar freedom of movement. What is odd is that weightlessness seems more natural. You don't have the same kinds of sensations in space as you do in the water.”

For sleeping on the shuttle she recalled, “On my last mission we slept in a single shift… the compartments we slept in can best be described as a sleeping bag with hooks. You would find a place to hook on to, and float in.”

“Most of the food the astronauts eat now is freeze-dried. All we do is add hot water. We eat a variety of foods, including nuts, granola, cookies, dried fruit, and tortillas. We have drinks that we add water to as well.”

Ochoa is a mother as well. In space, she stayed connected to her family through email and video chats. She once had to wish one of her kids a happy birthday from space.

Whatever the sacrifices and hard work, Ochoa said, “It has all been worth it.” She says the key to success is to never stop learning. My mother

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influenced me the most. Her primary focus was the enjoyment of learning. That's what I got from her example.

Ochoa was a trail blazer for Hispanic women. She became the first Hispanic woman in the world to go to space when she served on a nine-day mission aboard the shuttle Discovery in 1993. The astronauts were studying the Earth's ozone layer. Her Hispanic roots come from her father's side. His parents were born in Mexico, and he was born in the United States.

Dr. Ochoa has advice for those who want to achieve a goal, no matter how difficult. "If you are interested in something, you still need to learn other things," she said. "Try hard if you really want it.”

Honors and Awards:

In her honor, Pasco School District # 1 in Pasco, Washington, and Ellen Ochoa Elementary School in Cudahy, CA named schools after her

Ochoa was recognized during Hispanic Heritage Month activities in Cleveland, Ohio on September 14, 2011.

Dr. Ellen Ochoa is married to Coe Fulmer Miles, and they have two children.

SPECIAL HONORS: NASA awards include the Distinguished Service Medal, Exceptional Service Medal, Outstanding Leadership Medal, and four Space Flight Medals. Recipient of numerous other awards, including the Harvard Foundation Science Award, Women in Aerospace Outstanding Achievement Award, The Hispanic Engineer Albert Baez Award for Outstanding Technical Contribution to Humanity, the Hispanic Heritage Leadership Award, and San Diego State University Alumna of the Year

Photo credit: NASA. (Photographer). (2002). Jsc2002-e-08185. [Web Photo]. Retrieved from http://spaceflight.nasa.gov/gallery/images/shuttle/sts-110/html/jsc2002e08185.html