Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Grade: 4
Unit Length: 5 to 7 days or time may depend on teacher’s depth & complexity review
of Dr. Carver, Depression-era, and Mayfield Park. Note: Unit may be integrated in
1st 9-wks: Reading (Char. Analysis); Writing (AISD Blk History Essay Contest: Write
an essay about an influential African American – Due Dec ’06); Science: Ecosystems
– Soil & Plants or inventors contest; SS: Blk History Month or 4th 9-Wks, 21st Century
Concept: Similarities and Differences
Course: Texas History (The Great Depression/World War II Era: 1930-1944)
Topic: Culture
Overarching Questions: (a) How are relationships between black and white Austinites similar and
different before and after the Depression? (b) Why does Austin have a $10 million museum named for
Dr. George Washington Carver, but have minimal information about his character or career in it? (c)
[Compare Dr. Carver’s Character to Dr. & Mrs. Gutsch – Mayfield Park, Austin]
How did nature similarly impact Dr. Carver and Dr. & Mrs. Gutsch’s character and place in history?
Unit Understanding: To appreciate Dr. Carver’s legacy and Mayfield Park’s History Unit Questions: How did development of Interstate Highway-35 segregate black and white Austinites?
– Students will understand the fundamental impact of the Great Depression/WWII
-G/T: Is Austin a “sundown town”- a town with all white neighborhoods on purpose; why or why not?
Era as described through unequal treatment of blacks in Austin and worldwide.
-Besides peanuts, what impact did Dr. Carver make as a botanist; chemist; agronomist & humanitarian?
-What challenges did leaders face in building and dedicating Dr. Carver’s national and local museum?
-How is Dr. & Mrs. Gutsch’s love of flowers’ legacy similar and/or different to Dr. Carver’s character?
§113.6. Social Studies, Grade 4 Texas Essential Knowledge and Skills (TEKS). http://www.tea.state.tx.us/rules/tac/chapter113/ (Texas Administrative Code, Title 19, Part II)
TEKS/TAKS Questions: Grade 4 TEKS – http://www.tsha.utexas.edu/tools/teks/teks4/index.html (TX Handbook), or http://www.tea.state.tx.us/ssc/teks_and_taas/teks/teks4.htm
4.5 The student understands important issues, events, and individuals of the 20th Century in Texas, e.g. The Great Depression; World War II; Civil Rights Movement
4.20 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas
The student is expected to:
(A) Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas;
(C) Summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
4.21 Science, technology, and society. The student understands the impact of science and technology on life in Texas.
The student is expected to:
(A) identify famous inventors and scientists and their contributions;
(B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and
(C) predict how future scientific discoveries and technological innovations might affect life in Texas.
4.22 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
Cross-curricula Connections: Reading = Read Aloud, Character Analysis, Historical Non-fiction; Author’s Purpose; Writing = Overcoming Obstacles, Third Person Perspective
Reading (4.10L) – Represent text information in different ways such as in outline, timeline, or graphic organizer
Reading (4.12H) – Use graphic organizers to analyze characters, including traits, motivations, conflicts, relationships/changes, which they may go through; may not be directly stated by author
Writing (4.15A) – Write to express, record, develop, reflect on ideas, and to problem solve
Math (4.14A) – Identify mathematics in everyday situations. Carver Museum Cost = $10.4 Million http://www.austinchronicle.com/issues/dispatch/2004-02-20/arts_string_all.html
Technology (4.5A) – Acquire information including text, audio, video
Austin Independent School District
Social Studies Curriculum Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Note: From AISD’s Intranet, Austin video clips forward easily, but lack “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Materials – Pencil and loose leaf paper for reflections and letter writing
Differentiation: Construction paper, scissors and markers for bookmarks or Texas pamphlet; phone book reference for Carver Museum phone number and address
Critical Thinking! G/T–Creative writing book/storyboard www.maestro.com Mac
*Use the reference criteria as a mini-lesson to teach students the importance of citing references for research. Students will be expected to cite the author or source’s name, date of information
retrieval, web site URL and/or page numbers
*Mini-Lesson. Criteria: References may come from “H.E.B.” (Include at least two):
– Home (oral history from a parent, neighbor, or “subject matter expert”)
– Electronic (computer, television, radio); or
– Book (any written literary work; print media e.g. newspaper, brochures)
[“H.E.B.” acronym created by Ms. Joseph, 4th Grade/Norman Elementary]
BEFORE – Read Aloud: “In His Own Words” http://www.nps.gov/gwca/expanded/auto_bio.htm – Read Dr. Carver’s biography and preview vocabulary: Botany, specimen, fate,
colored, permit, meager, indignant, herbarium, cryptogamy; curator. Emphasize Dr. Carver’s role as botanist, teacher, and how he talked to flowers daily, viewing them as pets (friends).
Ask students to question: Why did Dr. Carver find such enjoyment from flowers, and what value do students find in nature?
(4.15) Dear Diary Nature Writing 10-Minute Warm-up Activity: Write to express and reflect on ideas.
-Use 5 senses to think and respond to your connections with nature; use one specific example:
Criteria – Students will write one paragraph (5-7 sentences) “COW” Response using an element: Connections (The element earth, wind or fire), or the flower, bird sound, sky, etc. reminds
me of . . . Observations (Focus on five senses); also include text features noted during shared & indep. reading
Wonderings (State “I wonder” research questions); conduct independent or buddy research in centers
Teacher Directions: Take class outside for about 10 minutes. Inform students that 4 of the 5 senses are in their head (eyes – see; nose – smell; mouth – taste; ears – hear; and hands –
touch (feel).
1-2 minutes-Instruct students to think of the elements earth, wind, and fire to help describe their feelings and sense observations figuratively with a simile or metaphor; have students look up,
down, left & right
-Guide students to reflect on Dr. Carver’s “read aloud” biography and his love for nature and learning!
1-Minute Quick Write “COW” Response: Then turn and share with a neighbor; switch after 30 seconds
1-Minute Meditation-connection to nature: Instruct students to sit or lie down with their eyes closed; be quiet enough to hear your heartbeat and the wind blowing; emphasize focus on self not
your neighbor!
1-Minute Quick Write “COW” Response: Then turn and share with a neighbor; switch after 30 seconds
NOTE: Depending on weather conditions, nature writing should be done outside since students will be more likely to include figurative language such as wind blowing like an iceberg; the heat
as hot as fire, or the rock-hard ground. Strugglers may need a prompt: As I sit _____________, I feel _________.
Austin Independent School District
Social Studies Curriculum Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Note: From AISD’s Intranet, Austin video clips forward easily, but lacks “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
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Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
DURING: Video Review; Shared, Buddy and Independent Reading & Research
Whole Group Video Review: Understand Austin’s past; write a “COW” Response
“Buddy Reading” ~ jigsaw puzzle strategy where each partner pair reads a different page or paragraph about Dr. Carver’s history followed by “COW” response then share whole group; IndepResearch “Wondering” questions
Quick Time Player Directory: Go to “video folder,” click link next to the word ‘Day’
Day 1: tt_main51.mov (1839-1929 City of Violet Crown)~ approx. 9min:13sec
1:15 – High Society; Hyde Park: First planned subdivision. Dam formed Austin’s first lake
2:25 – April 1900, 24-hour rain; 11-feet deep water poured over the dam; destroyed Austin
4:29–Segregated city; new Mayor AP Wooldridge warned black Austinites: Keep out of politics!
4:54 – Hyde Park (“sundown town” concept); WHITES ONLY; no tolerance of social equality
6:15–LC Anderson/former slave/principal-33yrs at Austin’s only black HS *See extension video
7:35 – I-35 Divide, Negro District established on Austin’s eastside (unequal housing)
Day 2: tt_main31.mov (1860-1871 Civil War and Reconstruction) approx. 8 min:30 sec
2:34 – One-third of white families in Austin owned slaves; 6:25– Abraham Lincoln freed slaves; 1870s-Freedmen established their own communities. *See Extension Wheatville Video Clips
8:10 – Race relations & Texas’ deep racial prejudice! 8:20–Ku Klux Klan established in Austin
Day 3: tt_main61.mov (1930 – 1950 Depression and War Years) approx. 14 min:45 sec
1:00 – 9:00 [Tom Miller] Dam damage; Impact on Race Relations and Austinites Quality of Life
9:17~ Mayor Miller’s prejudice against blacks: Time alone will equalize... not in our generation
10:30~World War II; military/war impact on Austin and University of Texas’s history
12:30~I-35 Divide (Division of blacks and whites due to building of super regional highway)
14:10~Arthur DeWitty (African American) and Pat Mendez (Mexican Amer.) City Council Race
Day 4: WA13VL.MOV Mayfield Park (1920s-30s); Emphasize Oral History and Nature; 9 min. 4:30 Dr. Gutsch tended his ponds and gardens after teaching at UT– Connection to Dr. Carver
Extra: SA07V1S.MOV= Nature in South Austin; Travis HS and St. Edwards Univ. 1min.18sec
Dr. Carver articles: Copy URL (web site address); paste in address line; press enter to view
AWESOME: Most thorough Dr. Carver research, authored by: Dr. Pilant (Carver’s distant relative); [National Parks & Recreation]. Recommend “teacher” print pages below for shared or buddy reading
http://www.nps.gov/applications/parks/gwca/ppdocuments/Special%20History%20Study.pdf
Page 3 of 192: Contents
Page 4-5 of 192 Details Pilant’s efforts to pursue having a national park dedicated to Dr. Carver’s legacy
Page 6-8 of 192: Details Dr. Carver’s African-American “First” legacy e.g. 1st African-American nat’l park
G/T: Appendix B, pages 183-184 NASA/soilless sweet potatoes and George Washington Carver’s legacy
Biography (6 pages; Buddy Reading) http://www.nps.gov/gwca/expanded/gwc_tour_01.htm
National Carver Monument 1943 http://gorp.away.com/gorp/resource/us_nm/mo_georg.htm
Austin Independent School District
Social Studies Curriculum Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Note: From AISD’s Intranet, Austin video clips forward easily, but lacks “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
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Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Additional Articles:
Dr. Carver, Tuskegee University http://www.cr.nps.gov/museum/exhibits/tuskegee/intro.htm
Tuskegee Museum Fire, 1947 http://www.coax.net/people/lwf/TUSKEGEE.HTM
Artifacts (All Images) http://www.cr.nps.gov/museum/exhibits/tuskegee/gwcgallery.htm
Austin_Carver Museum http://www.tsha.utexas.edu/handbook/online/articles/GG/lbg2.html
Biography/Dr. Carver; G/T game/trivia http://en.wikipedia.org/wiki/George_Washington_Carver
Biography_Dr. Carver’s Postage Stamp http://library.thinkquest.org/10320/Carver.htm
Brother, Mulatto & Selma Address http://www.txtx.essortment.com/georgewashingto_rous.htm
Character–Super kids Carver character web site http://www.dailycelebrations.com/052400.htm
Coloring book, USDA . . . simple peanut vocabulary http://www.usda.gov/oo/colorbook.htm
Cooking and Dr. Carver http://www.cr.nps.gov/museum/exhibits/tuskegee/gwcrecipe.htm
Flowers – “He talked to the wildflowers” http://www.nps.gov/gwca/expanded/gwc_tour_01.htm
“I-35 Divide” History – Timeline – http://www.findit-locators.com/austin_information.htm
Lynchings_Gr.Dep/WWII http://memory.loc.gov/learn/features/timeline/depwwii/race/race.html
Movable Agriculture School_http://www.cr.nps.gov/museum/exhibits/tuskegee/gwcwagon.htm
Agriculture in Texas/WWII http://www.tsha.utexas.edu/handbook/online/articles/AA/ama1.html
Texas History; detailed topic links http://www.tsha.utexas.edu/tools/studentguides/guide2.html
Timeline WWIIhttp://www.americaslibrary.gov/cgi-bin/page.cgi/aa/scientists/carver/tuskegee_1
TX Lessons http://tides.sfasu.edu/Teachers/annexation4.php?culture=0&chrono=0&index=1
*Extension Video Clips. Wheatville – Oral History Mr. Chapman, educator; former resident:
CA12V1L.MOV (Swimming-no pool for blacks in Wheatville or Austin); 1 minute
CA01V1L.MOV (Gardens-black owned lots despite lack of money); Shoal Creek, 1min:02sec
CA20V1L.MOV (Construction-black stone masons built Wheatville & McKinney Falls); 1:46sec
-From AISD’s Intranet, go to: Texas Past and Present–Town in Transition 1950-1975, 15 min
*Anderson High School’s static history and Clarksville’s history – To view, go to Geographic Tour: East Austin; also CA16V1L.MOV ~ Clarksville Morning Prayer (Acappella) 1min:15sec
CA16V2L.MOV 1950s – Culture/Black Baptism (Sweet Home Baptist Church) 1min:15sec
1954: Students may research Brown v. Board of Education of Topeka, Kansas to understand US segregation http://library.thinkquest.org/J0112391/brown_v__board_of_education.htm
Present Segregation/Education Issues: Students may research AISD’s Intranet to gain knowledge of the Joint AISD and City of Austin Task Forces on African American and Hispanic Education and Quality of
Life http://www.austin.isd.tenet.edu/inside/initiatives/taskforce/
50-Years Later; still separate/unequal stories http://www.jsonline.com/index/index.aspx?id=13
Austin Independent School District
Social Studies Curriculum Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Note: From AISD’s Intranet, Austin video clips forward easily, but lacks “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
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Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
AFTER– Assessment(s): Mantra Bookmarks or Texas Pamphlet and G/T–Museum Letter Writing
a. Differentiation: -Use the phone book to find George Washington Carver Museum’s phone number
-Call the museum curator; identify yourself as a 4th grader calling to learn more about Dr. Carver
-Ask if the museum has a video (or DVD) of Dr. Carver’s life for public viewing. If so, ask how you or your librarian can request a copy of the videotape for review in your classroom. If not,
ask where you can write, call, or search online to borrow or view a free video of Dr. Carver’s life. Thank the curator.
b. Whole Group: Create a mantra bookmark stating your belief in Dr. Carver and Dr. & Mrs. Gutsch’s humanitarian legacy as related to science, history and everyday living. Share your
knowledge about Dr. Carver and Mayfield Park: Give bookmark to a lower grade buddy. Note: Recommend teacher laminate bookmarks & coordinate share time with a lower grade teacher; or have students swap
his/her bookmark with a peer in class
c.*G/T: Write a persuasive letter on behalf of your class to Austin’s Carver Museum curator to request purchase of Modern Marvels:George Washington Carver $25 DVD for daily showing in
the museum so Austinites can learn about Dr. Carver’s legacy http://store.aetv.com/html/product/index.jhtml?id=74149
Assessments, continued
because ____.
Academic Rigor/Accountable Talk: Students will be expected to discuss/cite evidence to counter one another’s opinions! I agree or disagree with ___
*G/T: State evidence – at least 2-3 reasons or “H.E.B.” references – from Austin, Past and Present video clips and articles; also include cost and/or science connections.
d. *G/T or fast finishers: Option – Write a persuasive letter to your school principal or librarian to request the purchase of Dr. Carver’s Modern Marvel’s $25 DVD for your school library.
e. *G/T: Persuade the national Carver Museum’s curator to update its website to include information about Dr. Carver’s sweet potato discoveries. Also state your research questions about
Dr. Carver.
f. *G/T: Write to Dr. Hill (Tuskegee); inquire about NASA/space exploration; soilless sweet potatoes and the ongoing research being conducted as a tribute to Dr. Carver’s legacy.
Extension: Include
questions about Texas and Alabama agriculture per farm videos http://www.alfafarmers.org/video/
g. G/T Collaboration: Read articles about Dr. Carver’s character (good and tragic flaws). Did adverse comments about Dr. Carver’s character impact his legacy; why or why not? Do you
think history should reflect a historical figure’s good and bad attributes; why or why not? State evidence from articles. Write a poem with G/T peer about Dr. Carver’s character; share with 5th
graders. http://www.george-washington-carver.com/george-washington-carver/george-washington-carver-pictures-photos-biography-peanuts-invention-wizard-tuskegee-4.shtml Dr Carver’s
favorite poem, “Equipment” – http://www.tuskegee.edu/Global/story.asp?S=1626687 Research www.vivisimo.com for other articles.
h. Differentiation Options: Create a Texas pamphlet (piece of paper folded in three) or a brochure (mini-booklet with several sheets). Persuade a lower grade student to have his/her parent
take him/her to the Carver Museum or Mayfield Park. Or, student may select a “target audience” of choice: e.g. Persuade “someone” to come to Austin to visit the Carver Museum and
Mayfield Park.
-Draw or cut ’n paste photos for each pamphlet side; write interesting captions. Technology: Include “MapQuest” directions from school to the museum or include web site directions. State 2
to 3, “Did you know __ ?” facts on each side of the pamphlet; include two facts from Austin video clips on each side, along with one fact about Dr. Carver on Side One and one fact about Dr. &
Mrs. Gutsch on Side Two.
i. Timeline: Create a timeline depicting 5 to 7 events. Include facts from Austin, Past video clips (2-3); Dr. Carver significant fact (1-2); Austin’s Carver Museum date (1) and Mayfield Park
dedication date (1)
Timeline (1864 – 2005): Dr. Carver/Tuskegee http://www.tuskegee.edu/Global/story.asp?S=1106545
Rubric: Develop rubric based on criteria with students’ input or give one point for each subject area stated in final product. Refer to TEKS/TAKS Questions (page 1 of 3). Refer to
www.rubistar.com .
Academic
Rigor: School
Final
product should
include
each
subject area.
Austin Independent
District
Social
Studies
Curriculum
Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Subject Areas: Social Studies; Reading/Writing (bookmark, pamphlet, letter), Technology, Math
Grading:
= A; 3 =Intranet,
B; 2 = Austin
C; 1 =video
F clips forward easily, but lacks “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
Note:
From4 AISD’s
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Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Academic Rigor:
Final product should include each subject area.
Subject Areas: Social Studies; Reading/Writing (bookmark, pamphlet, letter), Technology, Math
Grading: 4 = A; 3 = B; 2 = C; 1 = F
Austin Independent School District
Social Studies Curriculum Department
July, 2006
[Created by: Ms. Joseph, Norman Elementary]
Note: From AISD’s Intranet, Austin video clips forward easily, but lacks “good” reverse mode. To view video verbiage, click on the screen then view static timeline by clicking scrolling horizontal bar.
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