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Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Grade 04 Social Studies Unit 12 Exemplar Lesson 02: Living in a DemocracyGrade 04 Social Studies Unit 12 Exemplar Lesson 02: Living in a Democracy
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 contactyour 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 will explain the importance of active participation in the democratic process, identify qualities of an effective leader, identify leaders in local and
state government, and write a letter to an elected or appointed state official.
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.
4.17 Citizenship. The student understands the importance of active individual participation in the democratic process. The
student is expected to:
4.17B Explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as
holding public officials to their word, writing letters, and participating in historic preservation and service projects.
4.17C Explain the duty of the individual in state and local elections such as being informed and voting.
4.17D Identify the importance of historical figures and important individuals who modeled active participation in the
democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B.
González, James A. Baker III, Wallace Jefferson, and other local individuals.
4.17E Explain how to contact elected and appointed leaders in state and local governments.
4.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is
expected to:
4.18A Identify leaders in state, local, and national governments, including the governor, local members of the Texas
Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the
United States.
4.18B Identify leadership qualities of state and local leaders, past and present.
Social Studies Skills TEKS
4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22B Incorporate main and supporting ideas in verbal and written communication.
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
4.22E Use standard grammar, spelling, sentence structure, and punctuation.
4.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
4.23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Social Studies Unit 12 PI 02
Write a letter to an elected or appointed official describing an issue in Texas that concerns you.
Standard(s): 4.17B , 4.17C , 4.17E , 4.18A , 4.18B , 4.22B , 4.22D , 4.22E , 4.23A
ELPS ELPS.c.5B
Key Understandings
Active participation in the democratic process in very important.
— Why is it important to be active in the democratic process?— Why is effective leadership important in a constitutional republic?
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 17
Vocabulary of Instruction
citizenship
civic affairs
election
voting
democratic process
Materials
butcher paper
chart paper or butcher paper
computer/Internet
iCivics: http://www.icivics.org/games
markers
notebook paper (1 sheet per student)
sticky notes – 4 per student (or teachers may use notecards and tape if they do not have access to sticky notes)Who Represents Me?: http://www.fyi.legis.state.tx.us/
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: Active Citizen (1 per pair)
Handout: Active Citizens Cards (1 per group)
Handout: Citizen Recorder (1 per group)
Teacher Resource: PowerPoint: Government Structure
Handout: Government Leaders National and State (1 per student)
Handout: Good Citizen (1 per student)
Handout: Problem-Solving Process (1 per student)
Handout: Pre-Write: Letter to Representative (1 per student)
Resources
The Handbook of Texas Online TSHA: http://www.tshaonline.org/handbook/online
Teaching Texas: http://teachingtexas.org/
Texas Almanac: http://www.texasalmanac.com
Resources 4 Educators: http://education.texashistory.unt.edu
iCivics: http://www.icivics.org/games
Who Represents Me?: http://www.fyi.legis.state.tx.us/
Women in Texas History: http://www.womenintexashistory.org/
Briscoe Center for American Center – Sam Rayburn: http://www.cah.utexas.edu/museums/rayburn_intro.php
Humanities Texas: http://www.humanitiestexas.org/programs/tx-originals/list/clara-driscoll
Texas State Library and Archives Commission – Ann Richards: https://www.tsl.state.tx.us/governors/modern/page3.html
Texas State Library and Archives Commission – Sam Houston: https://www.tsl.state.tx.us/treasures/giants/zavala-01.html
Texas State Library and Archives Commission – Lorenzo de Zavala: https://www.tsl.state.tx.us/treasures/giants/houston-01.html
Texas State Library and Archives Commission – Adina de Zavala: https://www.tsl.state.tx.us/governors/rising/colquitt-alamo-1.html
Library of Congress: http://www.loc.gov/rr/hispanic/congress/gonzalez.html
U.S. Department of State: http://history.state.gov/departmenthistory/people/baker-james-addison
Supreme Court of Texas: http://www.supreme.courts.state.tx.us/court/justice_wjefferson.asp
Advance Preparation
1. Teachers need to become familiar with the content and procedures for this lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Prepare attachment(s) as necessary.
4. Select appropriate sections in the textbook and other classroom and library resources to support learning about historical eras and geography.
5. Prepare materials and websites according to district directions
6. Print and cut apart the Active Citizen Cards and place each set in a baggy. Create the appropriate number of sets for the class to be in groups of
four.
Background Information
Texas is a composite of its heritage. This lesson will examine how Texans have maintained their heritage through active participation in the democratic process. This content is a
recurring topic in K-12 social studies. Every course examines citizenship not only in the United States and Texas, but also in other parts of the world.
GETTING READY FOR INSTRUCTION
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 17
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 “My CSCOPE” Tab within the “My Content”area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Role of a citizen – accessing prior knowledge
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
1. Write the following statement on the board: “As citizens of Texas, we have a duty toparticipate in local and state civic affairs.”Ask:
What does the phrase “civic affairs” mean? (Answers may vary but lead
students to understand that “civic affairs” could mean public issues or activities suchas voting in elections, running for office, writing your elected officials, volunteering,
etc.)
2. Pair, Square, Share activity:
PAIR:
Organize students into groups of two.
Distribute the Handout: Active Citizen (1 per pair).
Students collaborate with a partner to explain what an active participant in local and
state civic affairs thinks, sees, hears, says, and does.
SQUARE:
Students find another pair to create a square of four students.
SHARE
Pairs share ideas with each other and record new ideas on their handout.
3. Ask students to volunteer responses.
Materials:
butcher paper
markers
Attachments:
Handout: Active Citizen (1 per pair)
TEKS: 4.17BC
Purpose:
The purpose of this activity is to access students’prior knowledge about being an active participant in
civic affairs. There are no right or wrong answers to
the questions.
EXPLORE – Importance of active participation in the democratic process Suggested Day 1 – 30 minutes
1. Students remain in their SQUARES or groups of four.
2. Provide students the Handout: Active Citizens Cards (1 set per group) and the
Handout: Citizen Recorder (1 per group).
3. Remind students that they learned about important individuals who modeled active
participation in civic affairs in the previous lesson. Today, students will examine these
individuals more closely.
4. Students “deal” the cards among the group of four.
5. Taking turns, each student reads his/her card to the group describing Texans who
demonstrated active participation in local and/or state civic affairs and lays the card
face up on the table or desk.
6. After all cards have been read, students collaborate to select the five individuals their
group believes had the greatest impact on Texas.
7. Groups then rank their five individuals as first, second, third, fourth, and fifth based on
their impact on Texas.
8. Groups select one person in the group to record their ideas on the Handout: Citizen
Recorder (1 per group), noting the ranking, a summary statement of each person’scontribution to Texas, and a thorough explanation of why they chose their #1 ranked
person.
Attachments:
Handout: Active Citizens Cards (1 set per group)
Handout: Citizen Recorder (1 per group)
TEKS: 4.17D; 4.18A
ENGAGE – Leaders in government – Guess Who Game Suggested Day 2 – 10 minutes
1. Explain that the class is going to play a “Guess Who Game!”
2. Organize students into “Guess Who Partners.”
3. Write the names of the following individuals on the board but do not provide their titles:
Name of the current Texas Governor
Names of the local representative to the Texas Legislature
Name of the local mayor
Ask:
Which person is the current Governor of Texas? (Allow students to secretly
TEKS: 4.18A
Purpose:
The purpose of this section of the lesson is to play a
short game helping students identify state and local
leaders in government.
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 17
confer with their “Guess Who Partner before providing responses.)Which people currently represent our local community in the State
Legislature? (Allow students to secretly confer with their Guess Who Partner
before providing responses.)
Which person currently serves as our city’s mayor? (Allow students to secretly
confer with their Guess Who Partner before providing responses. If the city does
not have a mayor, the teacher may select another position of authority in city
government.)
4. Teacher clarifies and verifies correct responses.
EXPLORE – Identify leaders in government Suggested Day 2 (continued) – 20 minutes
1. Remind students that we have a responsibility to not only participate in the state
democratic process but also must participate in national civic affairs.
2. Display the Teacher Resource: PowerPoint: Government Structure. Explain how the
national and the state governments have similar structures.
3. Distribute the Handout: Government Leaders National and State (1 per student).
4. Organize students into groups of four.
5. Add the following names to the names already written on the board, but do not identify
their titles:
Name of the current U.S. President
Names of U.S. Senators representing Texas
Name of U.S. Representatives representing your district
Names of State Senator (both senators represent Texas)
Names of State Representative for your district; state representative and state
senator
Lyndon B. Johnson
George H.W. Bush
George W. Bush
Dwight D. Eisenhower
6. Working collaboratively with their group members, students make an educated guess
(form a hypothesis) about which names go into the proper categories on their Handout:
Government Leaders: National and State. (Students should use a pencil to write in
their guesses so they may correct them later as appropriate.)
Attachments:
Teacher Resource: PowerPoint: Government
Structure
Handout: Government Leaders National and
State (1 per student)
TEKS: 4.18A
Purpose:
The purpose of this section of the lesson is for
students to generate an educated guess as they
attempt to identify current state and national
representatives, as well as Texans who have served
as the United States President.
EXPLAIN – Identify leaders in government Suggested Day 2 – 20 minutes
1. The teacher should present the accurate information identifying the following:
Name of the current U.S. President
Names of the current U.S. Senators representing Texas
Name of the current U.S. Representatives representing your district
Name of the current State Senator for your district
Name of the current State Representative for your district,
Texans who were President:
Lyndon B. Johnson
George H.W. Bush
George W. Bush
Dwight D. Eisenhower
2. Students confirm any answers they categorized correctly, erase any incorrect answers,
and add correct responses to their handout.
3. Explain that these individuals work hard to contribute to our democracy.
TEKS: 4.18A
Purpose:
The purpose of this section of the lesson is for
students to confirm or correct their original guesses
by identifying current local and state leaders, as well
as Texans who have served as the United States
President.
ELABORATE – Importance of active participation in the democratic process Suggested Day 3 – 50 minutes
1. iCivics prepares young Americans to become knowledgeable, engaged 21st century
citizens by creating free and innovative educational materials.
2. In 2009, Justice Sandra Day O’Connor founded iCivics to reverse Americans’ decliningcivic knowledge and participation. Securing our democracy, she realized, requires
teaching the next generation to understand and respect our system of governance.
3. Organize students into groups of two with one computer for each pair.
4. Students go to the website iCivics to play one of three games that help them work
through the problem-solving process or how to become an active participant in the
democratic process.
Materials:
computer/Internet
iCivics: http://www.icivics.org/games
Attachments:
Handout: Good Citizen (1 per student)
TEKS: 4.17C; 4.23A
Instructional Note:
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 17
Activate – Do you have an idea about how to make a positive difference in yourcommunity?
Cast a Vote – What issue do you want to ask candidates about?Responsibility Launcher – Have you ever wanted to knock some civic sense intosomeone?
5. Students use what they learned from the iCivics game to complete the Handout: Good
Citizen or use technology to complete the task.
6. Students draw a picture of themselves being a good citizen.
If computers are not accessible to the students,
teacher should demonstrate on the class computer or
plan to use this content in a different manner.
ELABORATE – “Stick to It” Leadership Activity Suggested Day 4 – 50 minutes
1. Explain that students will participate in a “Stick to It” Leadership activity by identifyingthe qualities of a good local, state, or national leader using sticky notes, small groups,
and then the whole class.
2. Distribute four sticky notes to each student.
3. Instruct students to write a descriptive word or phrase on each sticky note describing
the characteristics of good state and local leaders, such as being brave or smart.
4. After students have listed their individual four ideas, organize students into groups of 4
so they can compare sticky notes, stacking them if they are duplicates or synonyms.
(Model the process by using the example listed below).
5. After organizing their sticky notes, students collaborate in their groups to select their
top four descriptive words/phrases from their whole list.
6. One group member brings the group’s four ideas and posts them on chart paper orbutcher paper at the front of the room.
7. The teacher reads aloud the four sticky notes from each group, asking the students to
help stack the synonyms or duplicates.
8. At the end of the activity, ensure that no important descriptive words or phrases have
been left off of the list. Add new ideas as the class agrees.
9. Facilitate a discussion with the whole class to rank the top four descriptive
characteristics.
10. Students create a graphic organizer that will help them organize their main ideas and
the supporting ideas for leadership characteristics. Instruct students to take a sheet of
notebook paper and fold it into four sections. (Fold in half… then fold in half again.)
11. Students title the paper “Stick to it Leaders.”
12. Students write the four characteristics they selected as the top four qualities from the
class list in the top of each of the four quadrants to reflect the main ideas they chose as
leadership characteristics. (See example below.)
Materials:
sticky notes – 4 per student (or teachers may usenotecards and tape if they do not have access to
sticky notes)
chart paper or butcher paper
notebook paper (1 sheet per student)
TEKS: 4.17D; 4.18A, 4.18B; 4.22B; 4.22E
Purpose:
The purpose of this section of the lessons is for
students to identify the characteristics of being a
good local, state, or national leader. Then students
identify those characteristics in past or current
leaders studied through this course.
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 17
13. For each of the four leadership characteristics, students then collaborate with their
group members to add supporting ideas. Students select a state or local person they
have studied this year who has demonstrated this quality. Students may select from the
list of people studied in this lesson (Sam Houston, Barbara Jordan, Lorenzo de Zavala,
Ann Richards, Sam Rayburn, Henry B. Gonzales, or James A. Baker III), or they may
choose from the list of current political leaders who hold office or other Texas figures
studied throughout the year. Students write a supporting sentence explaining why they
chose that person. (See example below. Note: while students collaborate in their
groups to get ideas for leaders and the sentence ideas, each student will individually
complete the “Stick To It Leaders” graphic organizer and write the sentence on theirown.)
14. Students peer edit by trading papers with one of their group members to ensure that
their sentences have correct spelling, sentence structure, grammar, and punctuation.
Students make appropriate corrections as advised by their peer editor.
15. Teachers evaluate the “Stick to It Leaders” paper for accuracy.
EVALUATE – Importance of active participation in the democratic process Suggested Day 5 – 50 minutes
Grade 04 Social Studies Unit 12 PI 02
Write a letter to an elected or appointed official describing an issue in Texas that concerns you.
Standard(s): 4.17B , 4.17C , 4.17E , 4.18A , 4.18B , 4.22B , 4.22D , 4.22E , 4.23A
ELPS ELPS.c.5B
1. Distribute the Handout: Problem-Solving Process (1 per student).
2. Brainstorm potential issues that elected officials might be able to address.
3. Select one of those issues as the problem students choose to address. Students fill in
step 1: Identify a problem with the issue chosen.
4. Step 2: Gather information: Students gather information about the issue and determine
which elected official might be able to help address this problem. Students or the
teacher may access the following website to determine the appropriate contact
information for their elected official: Who Represents Me?
http://www.fyi.legis.state.tx.us/.
5. Step 3: List and consider options. The teacher assists students in listing several
options for solving the problem.
6. Step 4: The teacher assists students in determining the advantages and disadvantages
of the options in step 3.
7. Step 5: Students select the solution they prefer.
Materials:
computer/Internet
Who Represents Me?: http://www.fyi.legis.state.tx.us/
Attachments:
Handout: Problem-Solving Process (1 per
student).
Handout: Pre-Write: Letter to Representative
TEKS: 4.17B, 4.17C, 4.17E; 4.18A, 4.18B; 4.22B, 4.22D, 4.22E; 4.23A
Purpose:
The purpose of this section of the lesson is to remind
students how to implement the problem-solving
process while also being an active participant in the
democratic process.
Instructional Note:
Depending on how much time it takes to go through
the problem-solving process, students may need to
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 17
8. Step 6: Students implement their solution by writing their chosen elected official a letter
asking them to consider their suggestions for resolving the selected issue.
Students complete the Handout: Pre-Write: Letter to Representative (1 per
student) to prepare their letter.
Students trade letters with a peer to peer edit for the following:
Correct spelling
Correct punctuation
Correct grammar
Correct sentence structure
Students make corrections in the final draft of their letter
9. Step 7: Evaluate the solution. Students wait to get a response from their elected official
to evaluate the effectiveness of their suggestions.
complete the writing of their final letter outside of
class as homework.
As an option to infuse technology, teachers may
consider allowing students to type their letters on the
computer or to email the letter.
Grade 4
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/28/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 7 of 17
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/13/13 page 1 of 1
Active Citizen
As an active participant in local and state civic affairs, what does a citizen …
THINK
SEE
HEAR
SAY
DO
ACTIVE CITIZENS
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/13/13 page 1 of 3
Active Citizen Cards
Adina de Zavala
Grand-daughter of Lorenzo de Zavala,
Vice president of the Republic of Texas Teacher and historian Fought to preserve Texas historical sites
and education of Texas heritage Encouraged recognition of Texas
Independence Day, March 2
Clara Driscoll
Known as the “Savior of the Alamo” Raised money to prevent the sale of the
Alamo to a hotel chain Persuaded the state to give the Alamo to
the Daughters of the Republic of Texas to take care of
Built Laguna Gloria in Austin, once the home of Austin Museum of Art
Sam Houston
Military leader during the Texas
Revolution Elected President of the Republic of
Texas twice Governor of Texas
U.S. Senator of Texas
Barbara Jordan
Lawyer from Houston First African-American to serve in the
Texas State Senate since Reconstruction First African-American woman from the
South to serve in the U.S. House of Representatives
Professor at the University of Texas
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/13/13 page 2 of 3
Lorenzo de Zavala
Helped write the Texas Declaration of
Independence Helped design the government of the
Republic of Texas Elected Vice-President of the Republic of
Texas
Ann Richards
Social Studies teacher Active in Austin politics Elected Treasurer of Texas Governor of Texas Promoted women’s history in Texas
Sam Rayburn
Served as the Texas State House
Speaker Served as a U.S. Representative from
Texas Served as the U.S. Speaker of the House
longer than any other Speaker
Henry B. Gonzalez
Lawyer from San Antonio First Hispanic Representative from Texas U.S. Congressman from Texas Longest serving Hispanic in the U.S.
Congress Fought for equality in health care, housing
and justice
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/13/13 page 3 of 3
James A. Baker III
Served as the Chief of Staff for President
Ronald Reagan Served as the Chief of Staff for President
George H.W. Bush Served as U.S. Secretary of the Treasury Served as U.S. Secretary of State
Wallace Jefferson
Lawyer from San Antonio First African-American to serve as Justice
of the Texas Supreme Court Director of the San Antonio Public Library
Foundation Member of the education committee of the
San Antonio Area Foundation
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 05/07/13 page 1 of 1
Citizen Recorder Rank Citizen How did he/she impact Texas? Explain why you picked your
number one citizen. 1
2
3
4
5
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/11/13 page 1 of 1
Government Leaders: National and State
NATIONAL STATEPresident:
Governor:
U.S. Senators from my state:
Texas State Senators from my district:
U.S. Representatives from my district:
Texas State Representatives from my district:
Texans who were U.S. Presidents
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/13/13 page 1 of 1
Good Citizen
Draw a picture of you being a good citizen and write a caption for it. I am a good citizen because…
Grade 04 Social Studies
Unit: 12 Lesson: 02
©2012, TESCC 01/12/13 page 1 of 1
The Problem-Solving Process
Step 1: Identify a problem.
Step 2: Gather information.
Step 3: List and consider options.
Grade 04 Social Studies
Unit: 12 Lesson: 02
©2012, TESCC 01/12/13 page 1 of 1
Step 4: Consider advantages and disadvantages.
Step 5: Choose a solution.
Step 6: Implement a solution
Step 7: Evaluate effectiveness of solution.
Grade 4 Social Studies
Unit: 12 Lesson: 02
©2012, TESCCC 01/12/13 page 1 of 1
Prewrite: Letter to Representative
Date: _________________________ Name and Address of person you are writing: Dear _________________________________________, Sincerely, ______________________________ Your Name
____________________________________
My name is ___________________________________________________. I am writing in reference to the problem of ______________________________________________________. I would like to suggest a possible solution for your consideration. My solution is ______________ _____________________________________________________________________________ Please consider my solution because _______________________________________________ ____________________________________________________________________________.
