Alief ISD
Social Studies Lesson Plans
Grade 2 Unit 4
Historical Figures- The Allen Brothers
Date: _______________
Desired Results: (Unit
Understanding)
Time Allotted: 5-6 Days
Unit Question:
Can an individual
person really change a
community?
Assessment:
Optional:
Advertisement for the
Houston settlement
Objective/TEKS:
I can use words to explain the past, present, and future.
2.2B
Historical figures have
I can name several types of information about a period
affected how Houston
or event in history. 2.3A
has developed.
I can compare facts, photos, maps and interviews from
the same time period. 2.3B
I can list ways important people in history have helped
shape our community, state, and nation. 2.4A
Anticipatory Set: (Universal Generalization) (Hook) Individual people often affect
Topics:
how communities develop and change.
Historical Figures
Allen Brothers
DAY ONE
Ask students the following questions: (The teacher may need to guide and/or prompt
Vocabulary:
students to activate their background knowledge on this topic.)
past
Do communities stay the same over time?
present
If not, who or what causes communities to change?
community
Which historical figures do you already know about that have impacted a community?
develop
What impact did they have? Do people always impact a community in positive ways?
change
(Ruby Bridges, Martin Luther King, Jr., Cesar Chavez, Abraham Lincoln, Oprah)
Instructional Input: (Line) Modeled/Guided Practice
Materials/Resources:
Show students the original map of Houston from the early 1800s. (attached) Then show
students the other map of Houston, circa 1873.
 transparency of
article
 copies of article for
each student
 chart paper
 blank paper (8.5x11
or 11x17)
 poster board
Ask students:
Who or what might cause changes like this in a community?
Then ask, “Why might people leave the only community they have ever lived in and move
to a new community that they have never seen before?”
Allow students time to think about their responses as well as time to turn and talk about
their thinking. Then, open the discussion up to the entire class to share responses with
one another to build background knowledge and provide opportunities for oral language
development.
DAY TWO
Follow the steps for the Vocabulary Word Splash strategy. (attached)
To build understanding of the vocabulary words, the teacher may choose to preview
vocabulary words with students or write words on chart paper with a description and/or
symbol to support students’ understanding of the words.
* Optional: After introducing the words and definitions, place students into groups of 5
and assign each student one word from the Word Splash list and a large index card.
Provide time for students to copy the word and create their own definition and
nonlinguistic representation. Allow students time to share with their vocabulary cards with
their group.
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Vocabulary Splash Words:
The Allen Brothers
port
$1.40/acre
land
ads (advertisement)
climate
1836
Houston
Next, show students the article, Early Beginnings in Houston, on the overhead and
provide a copy for each student to use.
Read the passage in a shared reading format. The teacher will stop occasionally to think
aloud for students and to demonstrate use of the comprehension strategies that have
been taught to date including the comprehension strategy that is the current focus
strategy. (i.e. questioning, inferring, determining importance, etc.) The teacher may also
choose to model additional strategies used when reading nonfiction text such as
underlining important parts, taking notes in the margin, etc. and/or how to read twocolumn formatted text.
DAY THREE
Allow students the opportunity to reread the article (independently or with a partner) and
take notes if necessary based on the comprehension strategy(s) they are currently
practicing.
* It is important to encourage students to reread nonfiction multiple times to gather
information and gain deeper understanding of the content.
Follow the steps for the Ready, Set, Recall Strategy. (attached)
After students have had the opportunity to reread the article, provide each student with a
blank piece of paper while collecting their individual copy of the article. The student will
fold their paper in half three times to create 8 squares.
Each student will write down information they remember from the article, one fact or
thought, in each square. The students may also choose to draw a picture of something
they remember from the article. Students do not have to fill in every square of the paper.
Students should be able to fill in two or more squares independently.
Selected information should focus on the unit understanding of how the Allen
brothers affected how the community of Houston developed.
Provide students time to write initial recall items as well as time to think about strategies
they used and comments they made during the reading which might aid in the recall of
additional facts.
DAY FOUR
Once students have had plenty of opportunity for their individual recall, place students
into groups of 3-4 to share with one another their recollections. Students are then allowed
to “borrow” ideas from others in their group to fill up their squares with recall information,
leaving one square blank on their paper for the summary to be written later.
Modifications: Students only fold paper twice so that there are 4 squares or the teacher
may choose to have students complete squares on the front and the back of the paper
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(16 squares).
Independent Practice: (Sinker)
How will you check
for understanding?
DAY FIVE
After students have completed writing down the borrowed recall information, each
student will write a summary statement in the last square relating the information back to
the unit understanding: Historical figures have affected how Houston has
developed.
- Do students have the
background knowledge of
the vocabulary words to
complete the Word Splash
activity?
- Are students using
comprehension strategies
appropriately as they
reread the article, Early
Beginnings in Houston?
- Are students able to
recall at least two relevant
facts from the article?
- Are students able to
discuss the purpose of
advertisements and the
characteristics of an
effective ad?
- Does the student
generated ad demonstrate
an understanding of the
unit focus
(understanding)?
- Are students able to
answer the unit question?
Modification: Students may work with teammates to develop a summary statement, the
teacher may model how to write a summary statement, or the teacher may choose to pull
small groups to work with to write the summary statement based on the information from
their recall.
Modifications/Extensions: As stated throughout lesson.
Closure:
Focus students back to the unit understanding: Historical figures have affected how
Houston has developed. Ask students what the community of Houston might be like today
if the Allen brothers had not been persistent in bringing people to the city. Would the city
of Houston developed the same way if it was located somewhere else? Why or why not?
Unit Question: Can an individual really change a community?
Extension for ELA Instructional Block:
Advertisements:
Show students the attached mock advertisement encouraging people to move to Houston. Students will continue working
in their small groups to read and discuss the ad. Discussion topics:
 What is the purpose of an advertisement?
 Do you think this advertisement would have been effective?
 What are the “selling points” of the ad that would motivate people to leave the community in which they live to
settle in a new community that they have never seen before?
 What clues from the ad let the reader know more about the time period in which the ad was written?
* Additional sample of a current advertisement to move to Austin attached.
Students will work in small groups of 2-3 to create an advertisement on a large piece of paper or poster board that might
have been used by the Allen Brothers to encourage people to settle in the new city of Houston. Students’
advertisement should reflect an understanding of the unit focus regarding the impact of the Allen Brothers
on the development of Houston.
Modification: The teacher may choose to show students additional advertisements and allow time to discuss the features
of the advertisements to assess their understanding of what an effective advertisement contains.
* Sample Rubric Attached
Vocabulary Word Splash Definitions:
government: the officials making up the governing body of a political unit
port: a harbor town or city where ships load or unload cargo
ads: (advertisement) a public notice
capital: being the location of a government
climate: the average weather conditions of a particular place or region over a period of years
Student-friendly definitions located at http://www.wordcentral.com/home.html
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Sample Rubric for Optional Advertisement:
Student Ad Rubric
Content
(up to 9 points)
Organization
(up to 3 points)
Design
(up to 6 points)
Excellent
Contains all necessary
information including:
understanding of the impact of the
Allen Brothers, the location of the
new community, at least 4 positive
characteristics of the community,
who to contact if interested, and
dates, times, etc.
(9 pts)
Superbly organized, so that all info
is understandable at once.
Good
Contains at least 4 pieces
of the necessary info.
Passing
Contains a minimum of 3
pieces of the necessary
info.
Do Again
Not even 3 pieces of
the necessary info.
(6 pts)
Nicely organized, so that
one can understand the
info.
No points
Disorganized and
difficult to understand.
(3 pts)
Attractive,
easily readable, colored picture(s),
and different fonts to catch the eye.
(2 pts)
Pleasant to look at, easily
readable, with at least
one of the other elements
(listed in the first
column).
(4 pts)
(3 pts)
Basically organized, so
that after scrutiny, one
understands the info.
(1 pts)
(6 pts)
2nd Grade Unit 4
Acceptable to the eye,
readable.
(2 pts)
No points
Not attractive, hard to
read.
No points.
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Alief ISD
Vocabulary Word Splash
Objectives:
 Assess prior knowledge
 Provide motivation for reading
 Set a clear purpose for reading
 Decipher vocabulary
 Allow for a variety of modes of learning
Steps:
1. Select seven to ten social studies terms, people, or phrases from a unit of study.
Be sure to include not only similar words that will indicate the subject of the
selection but also some of the words and phrases that seem contradictory to the
others.
2. Give each student a little time to think about what the terms, people or phrases
have in common.
3. Ask students to form small groups or three to five (or you can assign them to
groups). In their groups, they should decide what the main category or topic is
for the terms, people of phrases. They should also create a narrative or an
explanation that will include all of the words of phrases.
4. Ask each group to share their narrative or explanation. Ask students to list the
common elements they heard and list these elements on the board or overhead.
5. Once groups have shared their predictions, students will read the text to verify
the accuracy of their narrative.
6. After reading, small groups will gather again to discuss the accuracy of their
prediction and then recreate their narrative on the right side of their writing
paper.
7. Ask each group to briefly share their rewritten narrative or explanation to the
class.
Assessment:
1. Students, in small groups, are able to create a story using 90% of the words
presented.
2. Students are able to identify and list at least one common element from every
narrative presented.
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Ready, Set, Recall
Purpose in a Nutshell:
 Quick, nonthreatening tool to use for review of content.
 Have students /participants assume the responsibility for remembering,
documenting and sharing material covered at prior meeting.
 Has the potential to be used as an alternative to pop quiz or pre-test to find out
what they know and what you need to cover to move them forward.
Theory Base
� Constructivism
- Connections must be personalized.
� Metacognition
- Talking about their thinking.
� Reflection
- How can they use it to improve?
Process/Procedure
 Provide one slip or paper per person.
 Independently, students list everything they can remember on their slip of
paper about a given topic.
 Individuals then team up in groups to combine and expand their lists;
teacher announces a given time limit.
 Have groups round robin, each group contributing one item at a time to
the class generated list.
 They are in until they run out and have to pass.
 If they think of anything new, they can get back in.
 Variation(s): From the master list have individuals pick out two that they
have confidence that they could teach.
 Groups could be asked to code entries on master list.
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The original town site map of Houston surveyed by Gail Borden for the Allen Brothers.
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Old map- Houston, circa 1873
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Houston Today
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Texas Land
EXCURSION
Take a trip with us to where happy farmers are picking
strawberries every day, while we fellows are suffering 20
below zero.
March 5th, 1907
From Minneapolis, Minn. To Houston, Texas
Our tickets permit stop over anywhere both ways and side trips in Texas, to any
point for half fare for round trip…
At Houston we will show you beautiful prairie lands, fanned continually by
soft Gulf breezes, at $16.00 to $25.00 per acre, on easy terms.
This section of Texas has abundant rainfall, healthy climate, good soil,
pure water, and on account of its nearness to the sea, it has both warm winters
and cool summers.
These lands grow $60.00 worth of Rice per acre; 75 bushels of oats per
acre 50 bushels of corn er acre; $200.00 to $400.00 worth of berries and
vegetables per acre; all other crops in proportion and can grow something every
month in the year, oranges and lemons grown here successfully here too. These
lands lay as fine as Central Illinois, covered with prairie grass, 2 feet high, fine oak
timbers along the banks of all streams.
TEXAS
Go now, do not delay, $27.50 for round trip. Send us the money for
ticket today. If you can’t go, money will be refunded.
Large tracts for syndicates,
Land Advancing by Leaps
Thousands are going to
Small Tracts for Settlers and Bounds
Don’t waste time writing for maps and price lists, just get
ready for…
March 5th
GET READY!
TAKE
NOTICE! Remember Texas is a thousand miles across,
Should you be unable to come to Minneapolis, or wish to go direct to Houston, then buy home
in almost
any
direction
and
consequently
for all
kinds
seekers ticket
to Houston
and sail for
OMAS,O.
ELWOOD, or 4,room
G, SWANSON
at Rice
at Room sometimes
402, Mason Bldg.,is
Houston
of climates Hotel,
andHouston,
soils.orSnow
falling at some
place in Texas, on the same day we are picking strawberries
in Houston. So don’t be deceived, go direct to HOUSTON, in
the Gulf COAST COUNTRY.
ELWOOD LAND CO.
MINNEAPOLIS, MINNESOTA
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Early Beginnings in Houston
John K. Allen and Augustus C. Allen
founded, or started the city of Houston
on August 30, 1836. The two brothers
were from New York. They bought 6,642
acres of land in what is now Houston, for
about $1.40 per acre. They hoped to
make money when they sold the land.
The Allens believed that the area was
a good place for a city. They thought
their city would become an inland port. A
port is a place where ships can unload
and load goods. Boats could travel from
Galveston Bay up Buffalo Bayou to the
docks. The buffalo Bayou was a long,
winding waterway reaching from the Gulf
of Mexico to the area now called
Houston. There goods could be unloaded
and loaded.
The Allen brothers were excited about
the climate and the setting. The weather
was warm. The water was fresh, and
there were cool sea breezes from the Gulf
of Mexico. There were tall trees and
green fields. Settlers could work and play
outdoors most of the year.
The Allens set about getting settlers
for their city. They ran ads in
newspapers. The ads told about the
warm, beautiful land. They said that
Houston would become a great inland
port, and that it would be a center for
government for Texas. Americans read
and heard about Houston, and many of
them came.
The Allen brothers knew even more
people would come if the new city were
the capital of Texas. So Augustus and
John tried to make sure it would become
the capital. They named it after Sam
Houston, the hero of Texas’ fight for
independence. Sam Houston was also the
first president of Texas. The Allen
brothers told him that they would build
the capitol building with their own
money. Sam liked the idea. It would save
Texas money. Sam also liked Houston’s
location. Houston was made the capital
city. Houston remained the capital until
1840.
John Kirby Allen
Augustus Chapman Allen
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AUSTIN
Live & Work
Packed with recreational opportunities and famous as the “Live Music
Capital of the World”, Austin frequently ranks high on lists of “Best
Cities” making it an ideal place to raise a family and grow your business.
The reasons abound: Central Texas boasts a cosmopolitan atmosphere without the
big-city hassle, reasonable cost of living, gorgeous scenery and friendly people. Austin
gets high marks for its lifestyle and the opportunities to pursue challenging career
opportunities. No wonder it’s been cited as the Number One destination both for
relocating families and relocating singles. It’s also a mecca for creative, talented
people pursuing challenging careers. Our diverse business community prizes
entrepreneurial, innovative people. Indeed, people—an educated, highly skilled
workforce—are the greatest strength of The Human Capital.
Build Your Career
If you want to get ahead, you've
got to stay connected with the
job market, training and trends
in your field. Austin has the
right people, jobs and
educational opportunities--and
plenty of them. You won't stand
still here.
Places of Worship
Austin has become a cultural melting
pot, and with its growth in population
comes an attendant increase in the
numbers and denominations of area
places of worship.
Austin Lifestyle
Looking for land in the rolling
hills? Or a loft downtown? A
night with the blues? Or an
evening of ballet? An art class?
A plunge in a spring-fed pool?
A sun-drenched afternoon of
major college football? We
have one suggestion: Live in
Austin.
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Additional Ad Samples from the 1800s
Lands. To all Wanting Farms.
LANDS.—TO ALL, WANTING FARMS. --Large and thriving settlement, mild and healthful climate,
30 miles south of Philadelphia by railroad. Rich soil, produces large crops, which can now be seen
growing. Twenty and fifty acre tracts, at from $15 to $20 per acre, payable within four years. Good
business opening for MANUFACTURERS and others, churches, schools, and good society. It is now
the most. improving place East or West. Hundreds are settling and building. The beauty with which the
piece is laid out is unsurpassed. Letters answered. Papers containing reports and giving full information
will be sent free. Address CHAS. K. LANDIS, Vineland Post Office, Cumberland County, New Jersey.
From Report of Solon Robertson, Agricultural Editor of the Tribune:—It is one of the most extensive
fertile tracts, in an almost level position, and suitable condition for pleasant farming that we know of this
side of time Western prairies
Ask your Sutler To show you one of Howard's Patent Money Belts.
They will not sweat or wet through under any circumstances. They are light, durable, and elegant, and
are made with compartments for
LETTERS, GREENBACKS, and PHOTOGRAPHS. If your Sutler has not got them, you can have one
sent you by return mail (postage paid) by sending Two Dollars to the
Howard Belt Co., 436 Broadway, New York. Sutlers, Agents, and Peddlers wanted in every Camp,
Hospital, and City.
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