People Change Communities Third Grade Social Studies 1
Day
Title
Activities
1
People in the
Community







Introduce unit and ask: can
one person really make a
difference? Take vote using
thumbs up for yes and
thumbs down for no.
Ask students to share if they
know of someone making a
difference in the community.
Watch documentary:
Benjamin Franklin, Benjamin
Banneker, Cesar Chavez,
Rosa Parks, and Ruby
Bridges
As watch documentary ask
students to take down any
word, object, picture, or
anything that they feel is
important to the unit and
question first asked
Share and each student
comes up to smart board and
writes or draws something
Ask initial question once
again, have students share,
and take vote of yes or no
again.
End by explaining the
purpose of the unit: learn of
individuals who shaped their
communities and how each
of them (students) can make
Content
Objectives
1. TLW learn
that
individual
people in the
community
can make a
difference
Process Objectives
1. TLW name
people they are
aware of who
have made a
difference in the
community
2. TLW identify
objects, people, or
ideas in video that
they believe
relates to the unit
3. TLW use notes to
share and
compose list as a
class of what they
noticed in the
documentary that
is related to the
unit
Value Objectives
TEKS
Resources
1. TLW gain
appreciation
for the work
of the
individual in
the
community.
113.14
1(B)
12
 Computer,
Projector
 Documentary
 Paper
 School supplies
 Smartboard
People Change Communities Third Grade Social Studies 2
Day
2
Title
Individuals
Shape our
Communities:
Benjamin
Franklin
Activities





Content
Objectives
a difference in the
community.
Watch and discuss Discovery 2. TLW learn
about the role
Learning Video: Animated
of Benjamin
Hero Classics: Benjamin
Franklin in
Franklin: Scientist and
his
Inventor, the segment called
community.
“The Man of Many Hats”
3.
TLW
Students work in pairs and
understand
explore PBS’ Benjamin
how
Franklin: Citizen Ben and
Benjamin
Ben’s Town
Franklin’s
As explore, students write
actions
how these items and work of
changed his
Benjamin Franklin shaped
community.
the community: In one side
write “Object or action” and
in other half write “How
impacted community”
Students share findings
Students write what they
think was Benjamin
Franklin’s most important
contribution that changed the
community.
Process Objectives
4. TLW identify the
work of Benjamin
Franklin from the
video
5. TLW conclude
what Benjamin
Franklin did to
shape his
community
6. TLW use the
information in the
websites to write
things that
Benjamin
Franklin did to
change his
community
7. TLW compose a
brief response to
writing prompt of
what is Benjamin
Franklin’s most
important
contribution that
changed the
community.
Value Objectives
2. TLW
develop a
respect for
the individual
in the
community.
3. TLW gain
appreciation
for objects
and services
present in
community
because of
Benjamin
Franklin’s
work.
TEKS
Resources
113.14
1
11 (B,
C)
12
 Computer,
Projector
 Need computer
for each pair, so
may need to
request computer
lab
 Video: Animated
Hero Classics:
Benjamin
Franklin:
Scientist and
Inventor
<http://www.disc
overyeducation.c
om/>
 “Benjamin
Franklin: An
Extraordinary
Life. An Electric
Mind”
(homepage)
http://www.pbs.o
rg/benfranklin/in
dex.html
 Citizen Ben and
Ben’s Town:
http://www.pbs.o
rg/benfranklin/l2
110.14
20 (C)
People Change Communities Third Grade Social Studies 3
Day
3
Title
Individuals
Shape our
Communities:
Benjamin
Banneker
Activities



Content
Objectives
4. TLW learn
Show picture of Benjamin
about the role
Banneker in almanac
of Benjamin
Read book Dear Benjamin
Banneker in
Banneker and excerpts from
his
Benjamin Banneker’s
community.
Biography- see resources
5. TLW
Jigsaw activity:
understand
o Group the students into
how
groups of five and each
Benjamin
one then counts off 1
Banneker
through 5
changed his
o Each new group is
community.
separated and receives
reading material (see
resources) and then
discusses what they read.
o Number ones will learn
about Banneker’s life,
twos about the clock he
built, threes about his part
in the planning of
Washington, D.C.,
number fours about the
almanac, and number
fives about his letter to
Process Objectives
8. TLW identify
Benjamin
Banneker’
contributions to
society
9. TLW demonstrate
understanding of
one area of
Banneker’s life as
they apply that
information to
share with the rest
of their original
group
10. TLW analyze the
work of Benjamin
Banneker
11. TLW compose
response to
writing prompt of
what did
Benjamin
Banneker do in
his life to change
his community
Value Objectives
4. TLW
develop a
respect for
the individual
in the
community.
5. TLW gain
appreciation
for Benjamin
Banneker’s
hard work
and
persistence in
the face of
adversity.
TEKS
113.14
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11 (B,
C)
12
110.14
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20 (C)
Resources
_citizen.html
 http://www.pbs.o
rg/benfranklin/ex
p_town2.html
 Paper
 School supplies
 Computer,
Projector
 Picture of
Benjamin
Banneker in
almanac
 Book: Dear
Benjamin
Banneker by
Andrea Davis
Pinkney
 Jigsaw Activity:
 http://teacherlink
.ed.usu.edu/tlreso
urces/units/byrne
sfamous/banneker
.html#appendix
%20A
 Paper
 School supplies
People Change Communities Third Grade Social Studies 4
Day
Title
Activities

4
Individuals
Shape Our
Communities:
Ruby Bridges



Content
Objectives
Thomas Jefferson.
o Students return to
original group and each
student is responsible to
teach others about the
area they read about and
discussed.
Students compose brief
response to prompt: How did
Benjamin Banneker’s actions
shape his community?
6. TLW learn
Show picture of Ruby
about the role
Bridges with federal
of Ruby
marshals
Bridges in
Read aloud, The Story of
her
Ruby Bridges by Robert
community.
Coles to introduce who Ruby
7.
TLW
Bridges was and what she
understand
contributed to our
how Ruby
community.
Bridges’
Numbered Heads Activity:
actions
o Present questions
shaped her
regarding who was Ruby
community.
Bridges, why was she
different from everyone
else, how would you feel
if you were Ruby, what
would you do if you were
in Ruby in that situation,
and in what ways has
Ruby’s strength and
Process Objectives
Value Objectives
TEKS
Resources
113.14
1
11 (B,
C)
12
 Computer,
Projector
 Picture of Ruby
Bridges with
federal marshalls
http://blog.mawb
ooks.com/2009/0
2/05/throughmy-eyes-byruby-bridges/
 Book: The Story
of Ruby Bridges
by Robert Coles
 Numbered Heads
Activity:
 http://teacherlink
.ed.usu.edu/tlreso
urces/units/Byrn
esfamous/rubybrid.
and how did he
change the
community.
12. TLW identify
Ruby Bridges’
role in the end of
segregation
13. TLW describe
how Ruby
Bridges’ act of
going to school
shaped her
community.
14. TLW apply new
information in
answering
questions in
numbered heads
activity.
15. TLW deduce any
questions they
might have for
Ruby Bridges
6. TLW
develop a
respect for
the individual
in the
community.
7. TLW gain
appreciation
for his/her
rights by
learning
about Ruby
Bridge.
110.14
9
20 (B)
People Change Communities Third Grade Social Studies 5
Day
Title
Activities

5
Individuals
Shape Our
Communities:
Rosa Parks




Content
Objectives
courage affected your
lives
o Groups of 4-5 students
will number themselves,
discuss questions, the
questions will be given a
number, and each group
member will then be
responsible for the
question that matches
their number
o Each group member will
share orally what
discussed as a group
Students write letter telling
Ruby Bridges why they think
what she did was important
and asking her any questions
they might have about her
life.
8. TLW learn
Dramatization of students
about the role
sitting in a bus and teacher
of Rosa
comes and makes student
Parks in her
give up seat.
community.
Discussion of dramatization
9. TLW
Read book- chose one from
understand
resources
why Rosa
Think-Pair-Share to complete
Parks’
chart comparing Rosa Park’s
actions
community before her action
changed her
and out community after her
Process Objectives
Value Objectives
TEKS
16. TLW compose
letter to Ruby
Bridges telling
her why they
think what she did
was important to
the community
and asking the
questions they
have for her.
17. TLW identify
Rosa Parks’
decision
18. TLW describe
how Rosa Parks’
decision impacted
her community.
19. TLW dramatize
the bus incident of
Rosa Parks.
20. TLW compare
Resources
html
 Smartboard
 Paper
 School supplies
8. TLW
develop a
respect for
the individual
in the
community.
9. TLW gain
appreciation
for his/her
rights by
learning
113.14
1
11
12
110.14
9
20 (C)
 Students’ chairs
 Books: Rosa
Parks: My Story
by Rosa Parks
or Young Rosa
Parks: Civil
Rights Heroine
by Anne
Benjamin or
 Rosa by Nikki
Giovanni
People Change Communities Third Grade Social Studies 6
Day
Title
Activities
Individuals
Shape Our
Communities:
Cesar Chavez



Process Objectives
Rosa Parks’
community with
today’s
community.
21. TLW compose
response to
prompt: explain
Rosa Parks’
actions, the
personal impact
of her actions, and
the good
citizenship
qualities that Rosa
Parks exemplified
in her life.
10. TLW learn
22. TLW identify
Present students grapes and
about the role
Cesar Chavez’
other vegetables/legumes and
of Cesar
work as an
briefly discuss the origin of
Chavez in his
activist.
them (farms) and how get to
community.
23.
TLW describe
stores (people work in
11. TLW
how Cesar
farms) and some of the
understand
Chavez’ decision
conditions (hot, tired,
why Cesar
impacted his
physical labor)
Chavez’
community.
Read Harvesting Hope : The
actions
24. TLW apply
Story of Cesar Chavez and
changed
his
information from
discuss how Cesar Chavez
community.
book and
changed his community
discussion to
In groups of three, students
complete graphic
complete “I am a Farm
organizer and
Worker” Graphic Organizer
action.
 Students compose response
to prompt: write of Rosa
Parks’ actions, the personal
impact of her actions, and the
good citizenship qualities
that Rosa Parks exemplified
in her life.
6
Content
Objectives
community.
Value Objectives
TEKS
 Chart comparing
Rosa Parks’
community and
students
community now
 Paper
 School supplies
about Rosa
Parks.
10. TLW
develop a
respect for
the individual
in the
community.
11. TLW gain
appreciation
for the work
of Cesar
Chavez in
fighting for
the rights of
the migrant
workers.
Resources
113.14
1
11
(B,C )
12
110.14
18 (B)
 Grapes, legumes
 Book:
Harvesting
Hope: The Story
of Cesar Chavez
by Kathleen
Krull
 “I am a Farmer
Worker” Graphic
Organizer and
“I am a Farm
Worker Poem”
http://imet.csus.ed
u/imet4/jackiec/Po
rtfolio/EDTE251_
People Change Communities Third Grade Social Studies 7
Day
Title
Activities

7
Good
Citizenship
Characteristics
of Individuals




Content
Objectives
Students individually
complete “I am a Farm
Worker” Poem and share
with class
Teacher introduces the Pillars 12. TLW
understand
Graphic Organizer with the
characterisnames of the various
tics of good
individuals studied in the unit
citizenship as
Review definitions of the
exemplified
words used to describe each
by the
individual: truthfulness,
historical
respect, responsibility,
figures
justice, equality, and
discussed in
citizenship involvement
the unit.
In groups of three complete
the Pillars Graphic Organizer
using resources around the
room, including books,
pictures, and previous work:
journal entry about Benjamin
Franklin, journal entry about
Benjamin Banneker, letter to
Ruby Bridges, comparison
chart about Rosa Park’s
community and our
community, and “I am a
Farm Worker” Graphic
Organizer and poem
Students share ideas with
entire class as they share
other students write any ides
Process Objectives
Value Objectives
TEKS
poem
25. TLW recall
definitions of
good citizenship
characteristics
26. TLW conclude
how the historical
figures discussed
in the unit
exemplified the
good citizenship
characteristics
27. TLW apply
information as fill
out “Pillars
Graphic
Organizer”
Resources
WebsiteCesarChav
ez/3lessons.html
 School supplies
12. TLW
develop a
respect for
the individual
in the
community.
13. TLW gain
appreciation
for the
characteristic
s of good
citizenship as
exemplified
by the figures
in the unit.
113.14
1
11
12
 Pillars Graphic
Organizer (note I
changed the
historical figures
and three of the
good citizenship
characteristics)
http://www.nisd.
net/rhodes/TIPP
ALessons/Famou
sAmericans/Fam
ousAmericans.ht
m
 Work completed
in previous
activities in unit
People Change Communities Third Grade Social Studies 8
Day
Title
Activities
Content
Objectives
Process Objectives
Value Objectives
TEKS
Resources
113.14
1
11
(B,C)
12
17
(A,B,
C)
18 (A,
B, C)
19 (A)
 Computer,
Projector
 Video: America
at Its Best: What
It Means to Be
an American
Citizen.
 <http://www.disc
overyeducation.c
om/>
 Inspiration
graphic organizer
created by
teacher based on
the scenario in
the video
 Rubric for
project
 Computer for
each group of 34 students (may
need to request
computer lab)
 Previous Work
completed in unit
 Books used
throughout the
unit:
Dear Benjamin
they might have missed
8
Can we do
something to
shape our
communities?




13. TLW learn
Watch and discuss segment
that they are
titled “Using the Qualities of
individuals of
Good Citizenship to Make a
the
Difference” from the video
communities
America at Its Best: What It
who can
Means to Be an American
shape it with
Citizen.
their
Ask students: Is our
decisions and
community perfect now? Are
actions.
there any problems in it now?
Present to students
Inspiration graphic organizer
that she made based on the
scenario presented in the
video
Present rubric and explain to
students the group inquiry
project:
o Students are going to
work in groups of three to
four students and will
identify a problem in the
community, speculate on
possible solutions to
solve problem, gather
information, analyze the
data to test their possible
solutions, and reach a
conclusion.
28. TLW identify the
plan of action that
the character in
the movie took to
shape his
community.
29. TLW demonstrate
understanding of
what the
community might
need
improvement
using as example
the work the
individuals
studied in the unit
did in their
communities.
30. TLW choose a
problem in the
community and
brainstorm
possible solutions
using Inspiration
software program.
31. TLW compare
solutions they
came up with and
distinguish the
14. TLW
develop a
respect for
themselves as
an active
individual in
the
community.
15. TLW gain
appreciation
for good
citizenship
characteristics.
110.14
28
People Change Communities Third Grade Social Studies 9
Day
Title
Activities


9
Improving Our
Communities


o Students will use
Inspiration to make a
graphic organizer to
brainstorm problems and
solutions, and will create
a PowerPoint
presentation to present to
the class.
Today, students will begin
brainstorming problems in
the community and possible
solutions. They will use
Inspiration to make a graphic
organizer of their ideas.
Individually students will
compare the solutions and
distinguish the best two
solutions for their problem.
They will also write reasons
why the solutions they
decided upon are the best
ones
Watch and discuss segment
titled “Citizens Volunteer”
from video Citizenship in the
Community to encourage
them to become active
citizens in the community.
Teacher presents the
PowerPoint presentation that
she made based on the
Content
Objectives
Process Objectives
Value Objectives
TEKS
best solutions.
14. TLW learn
32. TLW identify the
that they are
purpose of
individuals of
volunteering in
the
the community
communities 33. TLW describe the
who can
various parts of
shape it with
the inquiry
their
process they are
decisions and
following as they
Resources
Banneker by
Andrea Davis
Pinkney
The Story of
Ruby Bridges by
Robert Coles
Rosa Parks: My
Story by Rosa
Parks or Young
Rosa Parks:
Civil Rights
Heroine by Anne
Benjamin or
Rosa by Nikki
Giovanni
Harvesting
Hope: The Story
of Cesar Chavez
by Kathleen
Krull
 Inspiration
16. TLW
develop a
respect for
themselves as
an active
individual in
the
community.
17. TLW gain
113.14
1
11
12
17
(A,B,
C)
18 (A,
B, C)
 Computer,
Projector
 Video:
Citizenship in the
Community
<http://www.disc
overyeducation.c
om/>
 Rubric for
People Change Communities Third Grade Social Studies 10
Day
Title
Activities


scenario watched yesterday
in the video.
Students will make their own
PowerPoint Presentations,
which should include:
o The community problem
o All of the possible
answers they considered
to solving the problem
o The concluding answer
they came up with,
reason why that is the
best answer, and the
steps how to implement it
Students continue working in
their presentations. They will
be using all resources in the
classroom including books
read in unit and work they
have done.
Content
Objectives
actions.
Process Objectives
make their
PowerPoint
Presentation
34. TLW demonstrate
understanding of
what the
community might
need
improvement
using as example
the work the
individuals
studied in the unit
did in their
communities.
35. TLW choose a
problem in the
community and
brainstorm
possible solutions
using Inspiration
software program.
36. TLW compare
solutions they
came up with and
distinguish the
best solutions.
37. TLW organize
their work in a
PowerPoint
presentation and
Value Objectives
TEKS
Resources
appreciation
for good
citizenship
characteristics.
19 (A)
project
 PowerPoint
Presentation
made by teacher
based on
scenario watched
yesterday in
video
 Computer for
each group of 34 students (may
need to request
computer lab)
 Previous work
completed in unit
 Books used
throughout the
unit:
Dear Benjamin
Banneker by
Andrea Davis
Pinkney
The Story of
Ruby Bridges by
Robert Coles
Rosa Parks: My
Story by Rosa
Parks or Young
Rosa Parks:
Civil Rights
Heroine by Anne
110.14
28
People Change Communities Third Grade Social Studies 11
Day
Title
Activities
Content
Objectives
Process Objectives
Value Objectives
TEKS
Resources
113.14
1
11
12
17
(A,B,
C)
18 (A,
B, C)
19 (A)
Benjamin or
Rosa by Nikki
Giovanni
Harvesting
Hope: The Story
of Cesar Chavez
by Kathleen
Krull
 PowerPoint
 Computer,
Projector
 Computer for
each group of 34 students (may
need to request
computer lab)
 Peer Review
Sheets
 CDs
present to class.
10
Involved
Citizens




15. TLW learn
38. TLW identify
Students will have time for
that they are
what they must
final touches on presentation.
individuals of
work on their
Students will present the
the
project before
PowerPoint presentation to
communities
presenting
their classmates and invited
who can
39. TLW write the
guests- other classes or
shape it with
good citizenship
parents
their
characteristics
After each group presents,
decisions
and
that their fellow
students will fill out Peer
actions.
classmates are
Review Sheets where they
16.
TLW
know
exemplifying in
identify what good
that they
their proposed
citizenship characteristics the
exemplify
solutions
students are exemplifying
good
40. TLW explain
with their proposed solutions.
citizenship
each section of
Students will take home
characteristic
their project as
copies of their presentations
s by
they show their
home in CDs to show their
becoming
project to the
parents their work and ideas
involved in
class and invited
for making a difference in the
the
guests
community.
community.
18. TLW
develop a
respect for
themselves as
an active
individual in
the
community.
19. TLW gain
appreciation
for good
citizenship
characteristics.
110.14
28
29 (A)