Department of Curriculum and Instruction
3rd Grade Social Studies
Unit Title:
Power
Standards
Citizenship
Estimated Time Frame:
3 weeks
3.11AC Citizenship. The student understands characteristics of good citizenship as
exemplified by historical and contemporary figures. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice,
equality, respect for oneself and others, responsibility in daily life, and participation in
government by educating oneself about the issues, respectfully holding public
officials to their word, and voting; (C) identify and explain the importance of individual
acts of civic responsibility, including obeying laws, serving the community, serving on
a jury, and voting
3.12B Citizenship. The student understands the impact of individual and group
decisions on communities in a constitutional republic. The student is expected to:
(B) identify examples of actions individuals and groups can take to improve the
community
3.11 B Citizenship. The student understands characteristics of good citizenship as
exemplified by historical and contemporary figures. The student is expected to:
(B) 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
3.12AC Citizenship. The student understands the impact of individual and group
decisions on communities in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group
decisions; (C) identify examples of nonprofit and/or civic organizations such as the
Red Cross and explain how they serve the common good
TEKS
3.17ABCDEF 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: (A) 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; (B) sequence and
categorize information; (C) interpret oral, visual, and print material by identifying the
main idea, distinguishing between fact and opinion, identifying cause and effect, and
comparing and contrasting; (D) use various parts of a source, including the table of
contents, glossary, and index as well as keyword Internet searches, to locate
information; (E) interpret and create visuals, including graphs, charts, tables,
timelines, illustrations, and maps; and (F) use appropriate mathematical skills to
interpret social studies information such as maps and graphs.
3.18ABC Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to: (A) express ideas orally based on knowledge and
experiences; (B) use technology to create written and visual material such as stories,
poems, pictures, maps, and graphic organizers to express ideas; and (C) use
standard grammar, spelling, sentence structure, and punctuation
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The Leadership and Learning Center
Unit of Study  Social Studies  3rd Grade
Citizenship
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3.19AB 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: (A) 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; and
(B) use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision
What students should know about Citizenship prior to 3rd grade?
Students have identified characteristics of good citizenship and provided examples of
people who have exemplified good citizenship. They have also been introduced to
customs, symbols, and celebrations at a state and national level. Students continue
to learn about characteristics of good citizenship. They also continue to acquire
knowledge of customs, symbols, and celebrations that represent American beliefs and
principles.
What students should know about Citizenship by the end of this unit?
Students understand the impact of individual and group decisions on communities in a
constitutional republic.
What will students learn about Citizenship after 3rd grade?
Students will continually build upon this concept every year as it is a strand in all
social studies TEKS.
Power Terms:
Teacher-toTeacher
Notes
Good Citizenship
Historical Figures
Contemporary Figures
Truthfulness
Justice
Equality
Respect
Responsibility
Voting
Common Good
Civic Responsibility
Obeying Laws
Community Service
Jury Duty
Constitutional Republic
Community
Decisions
Actions
Nonprofit Organization
Civic Organization
Red Cross
Clara Barton
Ruby Bridges
Powerful People:
Helen Keller
Military and First
Responders
Suggested Strategies: PSET, ELPS, Differentiation
 Kinesthetic Activity and Writing: Have students choose a good citizen, such
as Helen Keller or Clara Barton, and write a skit about how that person
exemplifies good citizenship. You may choose to have students work with a
buddy or in groups.
 Identifying Similarities and Differences: Have students create a Venn-Diagram
comparing and contrasting Clara Barton and Helen Keller.
 Cooperative Learning: Ask small groups of students to brainstorm ideas for
good citizenship projects at school, such as helping out in the library, picking
up litter on the playground, and helping new students. Each group should
perform its act of good citizenship and then write a paragraph explaining the
actions for a class citizenship book.
 Cues, Questions, and Advance Organizers—Create a web describing
qualities of a good citizen.
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The Leadership and Learning Center
Units of Study  Social Studies  3rd Grade
Citizenship
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Reinforcing Effort: Students can share stories about people they know who
help the community.
Cooperative Learning: Read, Pair, Get multiple copies of the trade books and
have the students share one of the trade books with a classmate.
Student generated comparisons: Have students interview someone they think
is a good citizen (parent, neighbor, friend, teacher, coach, etc.). Have them
write a paragraph based on their interview questions about what makes the
person they interviewed a good citizen. Then have them work with a partner
to create a new paragraph that compares how the two people they
interviewed are similar and different but still good citizens.
Reading Connection
Writing Connection
Instructional Resources
Content
Resources
Literature Connections
 A Picture Book of Helen Keller by David A. Adler
 Red, White, Blue, and Uncle Who?: The Stories Behind Some of America’s
Patriotic Symbols by Teresa Bateman
 Good Citizenship Counts by Marie Bender
We Live Here Too!: Kids Talk About Good Citizenship by Nancy Loewen
Being a Good Citizen by Mary Small
 Communities by Gail Saunders-Smith
 Being a Good Citizen by Mary Small
 Good Citizen Sarah by Virginia Kroll
 Election Day by Mir Tamim Ansary
 Vote! by Eileen Christelow
Social Studies Alive! Our Community and Beyond
Chapter 6- How Do People Improve Their Communities?
Chapter 13- Whose Planet Is It, Anyway?
Chapter 14- How Can We Help the Global Community?
Harcourt Textbook
Model
Lesson
Plans
Clara Barton Model Lesson
http://www.texaslre.org/lpFiles/Dec%2007%20Clara%20Barton%20A%20Special%20
Christmas%20Gift%20to%20the%20World.pdf
Citizenship To have citizenship is to be an official member of a politically defined region. A citizen owes
allegiance to his or her country and expects to be protected by the government and from unfair use of
governmental power. A “good citizen” supports his or her government, obeys the law, and functions in the
best interest of all the citizens. The term “citizen” can have broader meanings. Students can be citizens of
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The Leadership and Learning Center
Units of Study  Social Studies  3rd Grade
Citizenship
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their classroom entitled to protection by their student government. Citizens can be natural born or
naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and
cease being legal citizens of their homeland.
Common Good The common good is the idea that there is a shared sense of responsibility among
members/ citizens in a society that balances the needs of the individual.
Civic Responsibilities Civic responsibilities include the obligations of citizens to be active, peaceful,
loyal and supportive to the community (local, state, or nation) in which they live. Citizens in a democratic
society governed by a constitution such as the United States should understand and obey the law, be
knowledgeable about public issues, be concerned about the performance of political leaders, pay taxes,
vote, lead fellow citizens and participate in public service, including the military, as appropriate.
A good character demonstrates these traits in his or her actions and behaviors
Trustworthiness: If you are trustworthy, you are honest, loyal, and reliable—you do what you say you’ll
do. You have the courage to do the right thing, and you don’t deceive, cheat or steal.
Respect: Showing respect means being considerate of others and tolerant of differences. It also means
using good manners. You make decisions that show you respect your health and the health of others. You
treat people and property with care.
Responsibility: Being responsible means using self-control—you think before you act and consider the
consequences. You are accountable for your choices and decisions—you don’t blame others for your
actions. Responsible people try to do their best, and they persevere even when things don’t go as
planned.
Fairness: If you are fair, you play by the rules, take turns, and share. You are open-minded, and you
listen to others. You don’t take advantage of others, and you don’t assign blame to others.
Caring: A caring person is kind and compassionate. When you care about others, you express gratitude,
you are forgiving, and you help people in need.
Citizenship: If you advocate for a safe and healthy school and community, you are demonstrating good
citizenship. A good citizen obeys laws and rules and respects authority. Being a good neighbor and
cooperating with others are also parts of good citizenship.
People in this unit:
Helen Keller (1880-1968) When she was a baby of nineteen months,
Helen Keller lost her sight and hearing due to a fever. Her mother
refused to let Helen give up and sought expert advice and treatment.
Anne Sullivan became her lifelong teacher and companion. The
"teacher" taught Helen how to communicate by sign language, read with
Braille, and write with a special typewriter. Keller earned a degree from
Radcliffe College and published two books. She was active in supporting
the right for women to vote, supported the American Foundation for the
Blind, and was a symbol of courage and capability to the world. She
received the Presidential Medal of Freedom in 1964.
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Units of Study  Social Studies  3rd Grade
Citizenship
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Clara Barton (1821-1912) Clara Barton taught school for several years
and then became the first woman to work in the federal government.
She worked in the Patent Office. During the Civil War, she realized the
troops did not have adequate health care. While her friend, Dorothea
Dix, worked on organizing nurses, Barton worked on organizing
donations and collecting and distributing supplies to the doctors and
nurses. In 1865, with President Abraham Lincoln's support, she opened
an agency to search for missing soldiers and marked the graves of those
who died during the war. After the war, she visited Europe and learned
about the International Red Cross. She supported its cause. When she
returned to America, she asked Congress to start an American Red
Cross and for the government to give support. This was granted in 1882.
Ruby Bridges (1954- ) Ruby Bridges played an important role in the Civil
Rights Movement. Ruby was born in 1954 in Mississippi, but later moved
to New Orleans, Louisiana. Ruby Bridges was a young black girl who
decided to go to an all-white school during a time when some people
believed that white and black people should be kept separate. When
Ruby went to school, no white parents would allow their children to be in
the same classroom with her. This meant she was the only one in her
class. Her class was even on a different floor from all the other students.
She had one person she could depend on at school. Her teacher, Mrs.
Henry, was very loving toward her and taught her each day. She helped
Ruby through the difficult times that she had at school.
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The Leadership and Learning Center
Units of Study  Social Studies  3rd Grade
Citizenship
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