Grade 2
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 3 days
Buenos ciudadanos y símbolos de Texas
Lesson Synopsis:
Students have learned that they are part of a community and a state. In this lesson, students explore the symbols of
Texas and what they represent. Students also learn about selected good citizens and how they have impacted Texas .
TEKS:
2.4
2.4A
2.6
History. The student understands how historical figures, patriots, and good citizens helped shape the community,
state, and nation. The student is expected to:
Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore
Roosevelt, who have influenced the community, state, and nation.
Geography. The student understands the locations and characteristics of places and regions in the community,
state, and nation. The student is expected to:
2.6B
Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in
Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
2.14
Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and
principles that contribute to our national identity. The student is expected to:
2.14A
Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.
2.14C
Identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and
Texas flags and Uncle Sam.
Social Studies Skills TEKS:
2.18
2.18B
2.19
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:
Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources,
literature, reference sources, and artifacts.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
2.19A
Express ideas orally based on knowledge and experiences.
2.19B
Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicator(s)

Illustrate a state symbol and write a two sentence caption to explain its significance. (2.14C, 2.19A, 2.19B)
5B
Key Understandings and Guiding Questions:

Los símbolos representan ideas y creencias de un estado o país.
— ¿Cuáles son algunos símbolos del estado?
— ¿Qué nos dicen los símbolos del estado acerca de Texas?
Vocabulary of Instruction:



símbolo
característica
lugar


personaje histórico
buen ciudadano


litografía
fuente
Materials:

Refer to the Notes for Teacher section for materials.
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05/06/13
page 1 of 6
Grade 2
Social Studies
Unit: 02 Lesson: 03
Attachments:
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Handout: Irma Rangel (1 per student and one teacher copy)
Handout: Irma Rangel Sentence Starter (1 per student)
Handout: Symbols Sketch and Notes (optional, 1 per student)
Teacher Resource: Theodore Roosevelt and Booker T. Washington Lithograph
Handout: President Roosevelt (1 per student)
Resources and References:

Biographical information on Irma Rangel: http://www.tshaonline.org/handbook/online/articles/fra85
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including Texas symbols, Irma Rangel, and
Theodore Roosevelt.
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:
Irma Rangel:
 She was the first female Hispanic elected to the Texas House of Representatives.
 Before being elected to the House of Representative, she was a teacher, a writer, and an attorney.
 She helped pass legislation that helped women, children, and the poor.
 She was passionate about education.
 Many institutions of learning are named after Irma Rangel.
 She is a part of the Texas Women’s Hall of Fame.
Theodore Roosevelt:
 He was the 26th president of the United States.
 He was the governor of New York.
 He was a soldier in the Spanish-American War and recruited here in Texas.
 He was a proponent of conservation. He started the National Parks system and set aside public lands.
 He was a “trust buster” and wanted fair competition in business.
 He was awarded the Nobel Peace Prize for negotiating a truce in the Russo-Japanese War.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Where in the world was Irma Rangel?
1. Display a map of the United States and/or Texas.
2. Point out the locations of Kingsville, TX, San Antonio, TX, and
Austin, TX.
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 5 minutes
Materials:
 map of the U.S. (for display)
 map of Texas (for display)
3. Say:
 These are all important cities in the life of Irma Rangel.
Purpose:
Incite curiosity about Irma Rangel, reinforce
geography skills.
4. Invite students to briefly make statements and ask questions
TEKS: 2.4A, 2.6B, 2.14A
©2013, TESCCC
05/06/13
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Grade 2
Social Studies
Unit: 02 Lesson: 03
Instructional Procedures
Notes for Teacher
such as:
 Who is Irma Rangel?
 I’ve been to San Antonio.
EXPLORE – Who was Irma Rangel?
1. Distribute the Handout: Irma Rangel.
2. Read aloud information on Irma Rangel while students follow
along.
Suggested Day 2 – 20 minutes
Materials:
 biographical information on Irma Rangel:
http://www.tshaonline.org/handbook/online/articl
es/fra85
 chart paper
3. Students reread the passage to themselves.
4. Provide additional information about Irma Rangel as available
and appropriate.
5. Facilitate a discussion where students identify actions and
choices by Irma Rangel that changed Texas and showed she
was a good citizen.
6. Scribe student ideas on chart paper to create an anchor chart
about Irma Rangel.
Attachments:
 Handout: Irma Rangel (1 per student and one
teacher copy)
Purpose:
Students learn about Irma Rangel and her work to
aid Texans (2.4A: Identify contributions of historical
figures … who have influenced the community,
state, and nation. Also ties to 2.13A: being a good
citizen by “participation in government by educating
oneself about the issues, respectfully holding public
officials to their word, and voting”).
TEKS: 2.4A, 2.18B
Instructional Note:
Irma Rangel is a new figure in the TEKS. Materials
from electronic sources might be the easiest to
obtain.
EXPLAIN – Good Citizen
1. Distribute the Handout: Irma Rangel Sentence Starter.
2. Students finish the sentence and add an illustration. (Students
can refer to the biographical materials as needed.)
Suggested Day 2 (cont’d) – 20 minutes
Materials:
 chart paper
Attachments:
 Handout: Irma Rangel Sentence Starter (1 per
student)
Purpose:
Students tie the traits of good citizenship to a state
historical figure.
TEKS: 2.4B,2.4C, 2.19B
EXPLORE – Texas Symbols
1. Say:
 You are Texans just like Ms. Rangel. She said the
Texas pledge each day in her job as a legislator in the
state capitol, just like we say the Texas pledge each
day at school.
Suggested Day 1 (cont’d) – 35 minutes
Materials:
 picture of the Texas capitol (optional)
 websites, books, and other reading materials on
state symbols
2. Students stand and face the Texas flag.
Attachments:
 Handout: Symbols Sketch and Notes (optional,
1 per student)
3. Display the text of Texas pledge and say the pledge as a
class.
©2013, TESCCC
05/06/13
Purpose:
page 3 of 6
Grade 2
Social Studies
Unit: 02 Lesson: 03
Instructional Procedures



Notes for Teacher
The Texas flag is a symbol of Texas. A symbol is
something that stands for something else. The Texas
flag stands for Texas; it is recognized as a symbol of
Texas.
Texas has many symbols. When you think of Texas,
what do you think of? Elicit student responses. (Possible
answers can include: star, cowboys, cowboy hats, oil rigs,
etc.)
Let’s learn about some of the symbols of Texas.
4. Distribute the Handout: Symbols Sketch and Notes, or have
students draw their own.
5. Students explore websites, books and other reading materials
about our state symbols.
Students collect facts about state symbols.
TEKS: 2.14C, 2.18B
Instructional Note
 Pledge to the Texas Flag:
Honor the Texas flag; I pledge allegiance to
thee, Texas, one state under God, one and
indivisible. There are numerous symbols for the
state of Texas.
 The bird, flower, and flag are the symbols cited
in 2.14C. Students must learn about the state
bird, flower, and the flag, but may learn about
many other symbols of Texas.
6. Facilitate a brief discussion where students talk about the
symbols of Texas, what it means to be a Texan, and how the
symbols represent beliefs and ideas of Texans.
7. Students use the Handout: Symbols Sketch and Notes to
sketch five symbols and record two facts about the five
symbols they select.
EXPLAIN – Sketches and Notes on Symbols
1. Students use their handout to share what they have learned
with a peer, adding symbols and facts to their chart as they
learn new things.
Suggested Day 1 (cont’d) – 10 minutes
Materials:
 Handout: Symbols Sketch and Notes
completed
2. Students switch partners and repeat.
Purpose:
Students share what they have learned about a
Texas symbol with a peer.
TEKS: 2.14C, 2.18B
EXPLORE – Roosevelt Biographies
1. Say,
 Irma Rangel was a good citizen who worked hard to
change Texas and make it a better place. Many people
have worked to improve our state and nation. Let’s
learn about another good citizen who influenced our
state and nation.
2. Group students in small groups (4 students or fewer) and
distribute 1 sentence strip to each group.
Suggested Day 2 – 30 minutes
Materials:
 sentence strips (1 per small group)
 biography of Theodore Roosevelt
Attachments:
 Teacher Resource: Theodore Roosevelt and
Booker T. Washington Lithograph
 Handout: President Roosevelt (1 per student)
3. Display the Teacher Resource: Theodore Roosevelt and
Booker T. Washington Lithograph
Purpose:
Students gather information about Theodore
Roosevelt using a variety of sources.
4. Provide students an opportunity to study the lithograph.
TEKS: 2.4A, 2.4C, 2.18B
5. Facilitate a visual analysis strategy to strengthen student skills
in analysis of primary source documents.
Instructional Note
There are some historical myths about Roosevelt,
so make sure to choose valid, appropriate resource
materials.
6. Student groups discuss the aspects of good citizenship they
see in the lithograph. Using the sentence strip, groups write
one aspect of good citizenship portrayed in the lithograph.
©2013, TESCCC
05/06/13
page 4 of 6
Grade 2
Social Studies
Unit: 02 Lesson: 03
Instructional Procedures
Notes for Teacher
7. Students share out and the teacher compiles their
observations by posting the sentence strips.
8. While still in groups of three or four, students read a biography
of Theodore Roosevelt.
9. Distribute the Handout: President Roosevelt (T-chart).
10. While reading or listening to biographical information about
President Roosevelt, students complete the left side of the
Handout: President Roosevelt by recording five things they
learned about Theodore Roosevelt that show he was a good
citizen who worked to make the nation a better place. Students
may refer to the reference materials.
11. Direct the students to the original question and ask additional
questions such as:
 Tell me something you learned that showed President
Roosevelt was a good citizen.
EXPLAIN – Roosevelt Note Taking
1. Students find a partner and share their facts. Students then
collect and record five new facts in the second column of their
President Roosevelt handout.
Suggested Day 2 (cont’d) – 20 minutes
Purpose:
Students collect facts about President Roosevelt
from research materials as well as their peers.
2. If time permits, rotate through several partners.
TEKS: 2.4A, 2.4C, 2.18B
Instructional Note:
 It is important to listen as the students are
exchanging facts, so that misconceptions can
be addressed.
ELABORATE – How did President T. Roosevelt impact
Texas?
1. Display a map showing the National Parks and the National
Parks in Texas.
2. Ask students if they have ever been to a national park. Use
words such as:
 National parks are special places that are saved for
Americans so everyone can experience our heritage.
Often national parks have monuments that are
symbols for special events in history, such as the San
Jacinto monument and the missions in San Antonio.
(Students share their experiences.)
3. Distribute a blank outline map of Texas.
4. Students locate the local community on the map, and plot the
National Parks in Texas. Students will practice using map
elements of title, orientation (north, south, east, west), and
legend/map key tools. Then complete the map using the
TODAL strategy.
Suggested Day 3– 30 minutes
Materials:
 map of national parks (to display)
 map of national parks of Texas (to display)
 blank outline map of Texas (1 per student)
Purpose:
Students apply the knowledge they learned during
research about President Roosevelt and
conservation, with how that impacted Texas.
TEKS: 2.4A, 2.4C, 2.18B
Instructional Note:
 Students add places of significance to the map
as appropriate, and then locate the national park
nearest their community.
 TODAL: T=title, O=orientation, D=date,
A=author’s name, L=legend and labels
5. Remind the students that Theodore Roosevelt started the
National Park Service to preserve our national heritage.
©2013, TESCCC
05/06/13
page 5 of 6
Grade 2
Social Studies
Unit: 02 Lesson: 03
Instructional Procedures
Notes for Teacher
6. After looking at their map, students write two sentences about
how President Roosevelt changed the state of Texas.
EVALUATE – Symbol Illustration and caption

Illustrate a state symbol and write a two sentence
caption to explain its significance. (2.14C, 2.19A,
2.19B)
5B
Suggested Day 3 – 20 minutes
TEKS: 2.14C, 2.19A, 2.19B
1. Referring to their handout and reference materials, students
create an illustration of a Texas symbol and write a two
sentence caption to explain its significance.
©2013, TESCCC
05/06/13
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