Grade 3
Social Studies
Unit: 08
Lesson: 02
Suggested Duration: 6 days
Influencia de las personas en las futuras generaciones
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:
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
3.1C
Describe how individuals, events, and ideas have changed communities, past and present.
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 Harriett Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John “Danny”
Olivas, and other contemporary heroes.
3.15
3.15A
Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The
student is expected to:
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
3.17A
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:
3.17B
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.
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
Performance Indicator(s):

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. (3.1A; 3.11B; 3.14A; 3.17A, 3.17B; 3.18B)
1A, 1F
Key Understandings and Guiding Questions:

Las personas pueden influir en las sociedades actuales y futuras.
— ¿Cómo las personas cambian las comunidades al ser los primeros con sus innovaciones, inventos o
descubrimientos?
— ¿Cómo las personas, eventos e ideas han cambiado a las comunidades?
©2012, TESCCC
05/06/13
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Grade 3
Social Studies
Unit: 08 Lesson: 02
— ¿Quiénes son las personas, de la historia o contemporáneas, que han sido ejemplo de buen civismo?
— ¿Cuáles son los actos heroicos de los héroes del estado y los héroes nacionales?
Vocabulary of Instruction:


contribución
influencia


civismo
intercambio cultural
Materials:

Refer to the Notes for Teacher section for materials.
Attachments:









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)
Teacher Resource: 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 and References:



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:
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 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 – Exchanging Culture Changes Communities
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 30 minutes
©2012, TESCCC
05/06/13
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Grade 3
Social Studies
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
1. Begin a discussion of favorite foods to make a connection
between foods and cultures.
Attachments:
 Handout: Cultural Exchange Questionnaire
2. To access prior information, distribute the Handout: Cultural
Exchange Questionnaire for students to fill out.
TEKS: 3.1A, 3.1C, 3.11B, 3.14A, 3.15A, 3.17A,
3.17B, 3.18B
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 is 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.
EXPLORE – The Columbian Exchange
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 ocean currents 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.
EXPLAIN – Columbus Changed Communities
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.
EXPLORE – Good Citizens Change Communities
©2012, TESCCC
Suggested Day 1 (continued) – 20 minutes
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.
Suggested Day 2 – 50 minutes
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 a
newspaper 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.
Suggested Day 3 – 30 minutes
05/06/13
page 3 of 6
Grade 3
Social Studies
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
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.
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
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.
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
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 be done as a class, in small groups,
or individually.
EXPLAIN – Good Citizenship
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.
ELABORATE – Good Citizenship
Suggested Day 3 (continued) – 10 minutes
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.
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
1. Read aloud the Teacher Resource: Phillis Wheatley Story.
Suggested Day 4 – 20 minutes
Attachments:
 Teacher Resource: Phillis Wheatley Story
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 as 2-column note format.
3. Students contribute to a discussion about how Phillis Wheatley
was participating in government.
©2012, TESCCC
05/06/13
page 4 of 6
Grade 3
Social Studies
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
EXPLAIN – Leaders Influence Communities
Suggested Day 4 (continued) – 20 minutes
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.
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 who influence
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.
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.
EXPLORE – Heroic Deeds and Citizens Who Are First
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?
Suggested Day 5 – 30 minutes
Materials
 pictures or articles about first responders
TEKS: 3.1C; 3.14A
Attachments:
 Teacher Resource: James Lovell Story
 Teacher Resource: Ellen Ochoa Story
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.
EXPLAIN – First Responders Are Our Good Citizens
1. Using information from their research, students select a local
“first responder” as their focus and write short story about the
local first responder.
ELABORATE – Bringing it all Together
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?
©2012, TESCCC
05/06/13
Suggested Day 5 (continued) – 20 minutes
TEKS: 3.18B
Suggested Day 6 – 15 minutes
TEKS: 3.1A, 3.11B, 3.14A, 3.17A,
3.17B,
3.18B
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Grade 3
Social Studies
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
— Who are historical and contemporary individuals
who exemplify good citizenship?
— What are heroic deeds of state and national
heroes?
Suggested Day 6 (continued) – 35 minutes
EVALUATE

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. (3.1A; 3.11B; 3.14A; 3.17A,
3.17B; 3.18B)
1A, 1F
©2012, TESCCC
05/06/13
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