Good Citizenship: Clara Barton

Transcription

1 First Grade Unit: 04 Lesson: 04 Suggested Duration: 2 days Good Citizenship: Clara Barton Lesson Synopsis: The students will obtain information about Clara Barton and the work she did for the common good of all people. The students will practice their using cardinal directions to sharpen their map skills. The students will add to their Good Citizens notebook. TEKS: 1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: 1.5B Locate places of significance on maps and globes such as the local community, Texas, and the United States Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: 1.12A Identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; 1.12B Identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and 1.12C Identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness 1.13 Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: 1.13D Explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom. Process TEKS: 1.17 Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 1.17A Obtain information about a topic using a variety of oral sources such as conversations, interviews and music Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 1.18B Create visual and written material including pictures, maps, timelines, and graphs. GETTING READY FOR INSTRUCTION Performance Indicator(s): Draw a picture of yourself contributing to the common good of the community, state or nation. Write one sentence describing what you are doing and explain how it shows responsibility for the common good. (1.12A, 1.12B) 1E; 2E; 3B; 5B Key Understandings and Guiding Questions: A community s good citizens exhibit a belief in justice, truth, equality, and responsibility for the common good and act in ways that demonstrate those beliefs. How do good citizens contribute to their community to make it a good place to live? How can I make the world a better place? What happens when I don t take responsibility? Are there consequences to my choices? Why do we need good citizens who act for the common good? Good citizens have the power to make a difference in their world. Who are good citizens that I ve learned about who make a difference by acting in the best interest of all the citizens? What does choice have to do with good citizenship? Are there consequences (positive and negative) for being a good citizen? Where do good citizens come from? How did Clara Barton dedicate her life to working for the common good of all people? What did Clara Barton do that was special? Where is Clara Barton from? Vocabulary of Instruction: community group characteristics 2008, TESCCC 08/24/08 page 1 of 15

2 accountable responsibility choice consequence Materials: Good Citizens notebook Chart paper Good Citizens class chart from Unit 2 marker Paper Pencil Map of the United States Push Pins Yarn Textbook Internet 3 index cards per student Paper or construction paper Glue Resources: Teacher Resource: Clara Barton Teacher Resource: Sample of Chart Transparency: Abraham Lincoln Transparency: Sam Houston Teacher Resource: Responsibility for the Common Good Teacher Resource: Teacher Resources and Information Power Point: Lesson 4 Teacher Resource: Rubric for Evaluation Advance Preparation: 1. Gather materials listed above (many the same as for Unit 2). 2. Find a picture of Clara Barton (one choice is attached) and a picture of the Red Cross symbol (attached or from Encyclopedia Britannica Online at Your school librarian has access codes for this site.) 3. Copy several pictures of the historical figures mentioned in previous lessons. Students will need to be able to select two. Copy accordingly. 4. Gather articles from local news media about local figures who exhibit responsibility for the common good. 5. If desired, invite a local good citizen to visit the class. Background Information: 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 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. (The Center: ) Common good: for the advantage or benefit of everyone Who founded the American Red Cross? Clara Barton ( ) dominates the early history of the American Red Cross, which was modeled after the International Red Cross. She did not originate the Red Cross idea, but she was the first person to establish a lasting Red Cross Society in America. She successfully organized the American Association of the Red Cross in Washington, D.C., on May 21, Created to serve America in peace and in war, during times of disaster and national calamity, Barton's organization took its service beyond that of the International Red Cross Movement by adding disaster relief to battlefield assistance. She served as the organization's volunteer president until ( ) Clara Harlow Barton ( ) Clara Barton taught school for nearly two decades before becoming one of the first female employees of the federal government, working in the Patent Office. After viewing the unprepared Union troops and inadequate care of the sick following the Battle of Bull Run, she organized donations and shipments of supplies to battlegrounds in Virginia and Maryland during While Dorothea Dix and the U.S. Sanitary Commission concentrated on organizing nurses, Barton worked with procurement and distribution. In 1865, with President Abraham Lincoln s 2008, TESCCC 08/24/08 page 2 of 15

3 support, she opened an agency to search for missing soldiers and marked the graves of nearly 13,000 men who died at Andersonville prison camp in Georgia. Following the Civil War, during a trip to Europe, she learned about the International Committee of the Red Cross, formed in Switzerland in She supported the cause of international cooperation and sought congressional approval for governmental support for the Red Cross, which was finally granted in (The Social Studies Center: ) The Civil War was a turning point in the life of Clara Barton ( ), a former school teacher and patent office clerk. At age 40, Barton began offering assistance to Civil War soldiers, first by garnering supplies and then by ministering to the needs of the wounded. As the shells burst over the battlefields, she cradled the sick in her arms and closed the eyes of the dying. She jostled from battlefield to battlefield by wagon and railroad car, slept in tents or not at all, and tried in a small way to provide comfort and ease. After the war, Barton continued to offer her services, both in the United States and abroad. These experiences prompted her to lobby for the establishment of the Red Cross in America. Barton's several years of dedication to this cause were rewarded when the American Red Cross was officially established in Barton became its first president, serving until (Clara Barton House National Park Service: ) 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. A Microsoft Word template for this planning document is located at If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Day 1 We talked about Sam Houston and Abraham Lincoln as leaders from the past, would you say they were good citizens? Why? Display the Good Citizens Chart begun in Unit 2 (sample attached. Use actual chart from Unit 2 to add this new information students have this page in their Good Citizen book. They may need a new page to add to) and review the people listed on the chart and the terminology of past and present. Then look at the characteristics of good citizens the class has covered: truth, honesty and equality. Add the names of Lincoln and Houston and people from the community to the chart under the HONESTY and EQUALITY categories. Have students turn and talk to each other to decide if they would want the people listed on this chart to live in their community and why that would be a good thing. Notes for Teacher NOTE: 1 Day = 30 minutes Suggested time: 1/6 Day Good Citizens Chart Unit 2 EXPLORE Introduce the students to another person who exhibited a characteristic of good citizenship: Clara Barton. (see information attached) Miss Barton worked all her life for the good of all people. (Responsibility for the Common Good) Using the class map of the United States locate Massachusetts and have the students determine the cardinal direction from their community to where Ms. Barton was from. Students will assist in labeling the place and putting a push pin and her picture by Massachusetts. Is Massachusetts by a body of water? Suggested time: 1/3 Day Possible literature connections: Clara Barton: Founder of the American Red Cross (Childhood of Famous Americans), by Augusta Stevenson Young Clara Barton: Battlefield Nurse by Sarah Alcott (For young children) Map of the United States Transparency: Clara Barton (Red 2008, TESCCC 08/24/08 page 3 of 15

4 Instructional Procedures Add information about Clara Barton to the class Good Citizens Chart. Introduce the American Red Cross symbol (see attached). Explain when people see it anywhere in the world; they know that help is available. Show related PowerPoint: Lesson 4 on the Red Cross. Notes for Teacher Cross Symbol) PowerPoint: Lesson 4 EXPLAIN Ask the students why they think Clara Barton dedicated her life for the common good of all people. One person can make a difference. What can you do today to be like her? Allow students to turn and talk to each other. Move around the room while the students are talking, noting, and correcting as needed, students understanding of working for the common good of all people. When students are giving a reasonably good description of common good, have students open their Good Citizen books to the top of the next available page and write Common Good at the top. At the top half, students draw a picture that exhibits Responsibility for the Common Good. At the bottom, students write a sentence telling how Clara Barton acted in the common good. Students share their pictures and describe them, using the term Common Good. Suggested time: 1/5 Day You may want to be on the lookout in local papers for good citizen reports to bring in for this time. If possible, invite a local good citizen who has acted with responsibility for the common good to come speak to your class. ELABORATE Ask students if they can think of anyone from their local community they know today who exhibits Responsibility for the Common Good. Allow time for discussion. Add to the chart information about local citizens who exhibit responsibility for the common good. Students add to their chart in their Good Citizen book as well. EXPLORE Day 2 Review yesterday s learning. Display pictures of citizens who exhibit the responsibility for the common good, including the local person, Abraham Lincoln, Sam Houston, and Clara Barton (see attached pictures) and ask what all these people have in common. In what ways have they influenced the community that we live in and showed they were good citizens? Create a list with students of the things they discussed. EXPLAIN Have available copies of pictures of Lincoln, Houston, Clara Barton, and any local person from history that you have discussed. Suggested time: 1/6 Day If possible, access a picture of the local person (people) for tomorrow s lesson. Use any local news items about people who act in the common good. Alternate: (depending on time) Use the Handout: Responsibility for the Common Good attached as a model for students to illustrate local citizens. Suggested time: 1/6 Day Transparency: Abraham Lincoln Transparency: Sam Houston Teacher Resource: Clara Barton Could use ABC strategy here if desired. Suggested time: 1/3 Day Person 1 Person 2 Self (see Evaluate Students select 2 pictures and glue them on a piece of paper that has been folded in thirds. sentence sentence sentence The student will then write a sentence about the contributions of their two people to the good of the community, state, or nation. If needed, students can use the list created with the class to help write their sentence. Use index cards for the sentences to make writing easier without glue, etc. 2008, TESCCC 08/24/08 page 4 of 15

5 Instructional Procedures ELABORATE See the Red Cross Teacher Resources area of for a downloadable coloring book, the Be Ready Book, about home fires, winter storms, and hurricanes featuring Cool Cat, Ready Rabbit and Disaster Dog that they can color as you read it and discuss the ideas with students. EVALUATE Draw a picture of yourself contributing to the common good of the community, state or nation. Write one sentence describing what you are doing and explain how it shows responsibility for the common good. Add to the page for their Good Citizen book that is in process in this lesson (See the Explain section above) by adding to the third column of the paper: Notes for Teacher Glue the index cards to the bottom of the picture sections. Suggested time: 1/6 Day Suggested time: 1/3 Day Teacher Resource: Rubric for Evaluation 2008, TESCCC 08/24/08 page 5 of 15

6 Rubric for Evaluation Draw a picture of yourself contributing to the common good of the community, state or nation. (1.12A B; 1.17A B; 1.18B) Write one sentence describing what you are doing.(1.12a B; 1.17A B; 1.18B) Explain how it shows responsibility for the common good. (1.12A B; 1.17A B; 1.18B) Student does not draw a picture. Student does not write a sentence. Student does not provide an explanation Student draws a picture, but it does not show student contributing to the good of the community, state, or nation. Sentence does not relate to topic in picture or is not a sentence.. Student provides an explanation, but the explanation does not show understanding of the concept of the common good. Picture shows self appropriately working at something for the common good. Picture includes details related to topic. Sentence appropriately related to topic in picture. Sentence includes connection to responsibility to the common good. Explanation provides acceptable connection between action and common good. Elaborate drawing tells story of how action is contributing to the common good. Sophisticated sentence shows deep understanding of the topic Explanation clearly indicates an understanding of the concept and includes information on choices and consequences. 2008, TESCCC 08/24/08 page 6 of 15

7 Clara Barton ( images.com Used with permission.) My name is Clara Barton. I acted on behalf of people who are victims of war and natural disasters. During the Civil War, even though nurses weren t allowed on the battlefields, I went anyway to help the wounded and dying soldiers. I later founded the American Red Cross, devoted to the relief of suffering in peacetime as well as in war. 2008, TESCCC 08/24/08 page 7 of 15

8 Clara Barton Clara Barton lived a long time ago. She was born in 1821 and died in She was a school teacher for the first part of her life. During the Civil War, she made a choice to quit teaching school and go to the battlefield as a nurse. Women didn t do that in those days. She worked along doctors and helped them stitch up wounded soldiers. She would always bring food or medical supplies just when they were needed most. Many people called her the angel of the battlefield. After the war, she helped locate soldiers who were missing in action. She traveled to Europe and learned about an organization called the Red Cross. She brought that idea back to America and started the American Red Cross. She always looked for ways to help people. She also always thought about her choices and did the right thing. Clara Barton took responsibility for the good of all people. 2008, TESCCC 08/24/08 page 8 of 15

9 Sample of chart (add to information on chart begun in Unit 2). CHARACTER TRAIT PAST PRESENT George Washington My dad Truth (picture or symbol) (picture) (draw picture) Honesty Equality Responsibility for the Common Good 2008, TESCCC 08/24/08 page 9 of 15

10 Abraham Lincoln (from , TESCCC 08/24/08 page 10 of 15

11 Sam Houston (from ) 2008, TESCCC 08/24/08 page 11 of 15

12 Example of writing paper Responsibility for the Common Good When everyone works together, good things happen even in bad situations. (YOUR PICTURE GOES HERE!) Responsibility for the common good is looking out for all people making choices and doing what will benefit others, not just yourself. 2008, TESCCC 08/24/08 page 12 of 15

13 Teacher Resources and Information From Who founded the Red Cross? The Red Cross idea was born in 1859, when Henry Dunant, a young Swiss man, came upon the scene of a bloody battle in Solferino, Italy, between the armies of imperial Austria and the Franco-Sardinian alliance. Some 40,000 men lay dead or dying on the battlefield and the wounded were lacking medical attention. Dunant organized local people to bind the soldiers' wounds and to feed and comfort them. On his return, he called for the creation of national relief societies to assist those wounded in war, and pointed the way to the future Geneva Conventions. In October 1863, The International Red Cross and Red Crescent Movement were created in Geneva, Switzerland, to provide nonpartisan care to the wounded and sick in times of war. The Red Cross emblem was adopted at this first International Conference as a symbol of neutrality and was to be used by national relief societies. In August 1864, the representatives of 12 governments signed the Geneva Convention Treaty. The extraordinary efforts of Henry Dunant led to the eventual establishment of the International Red Cross. Today, the Red Cross Movement incorporates the Genevabased International Committee of the Red Cross (ICRC) and the International Federation of Red Cross and Red Crescent Societies (the International Federation), as well as National Societies in 175 countries, including the American Red Cross of the United States. What is the Mission of the American Red Cross? The American Red Cross, a humanitarian organization led by volunteers, guided by its Congressional Charter and the Fundamental Principles of the International Red Cross Movement, will provide relief to victims of disasters and help people prevent, prepare for, and respond to emergencies. Since its founding in 1881 by visionary leader Clara Barton, the American Red Cross has been the nation's premier emergency response organization. As part of a worldwide movement that offers neutral humanitarian care to the victims of war, the American Red Cross distinguished itself by also aiding victims of devastating natural disasters. Over the years, the organization has expanded its services, always with the aim of preventing and relieving suffering. Today, in addition to domestic disaster relief, the American Red Cross offers compassionate services in five other areas: community services that help the needy; support and comfort for military members and their families; the collection, processing and distribution of lifesaving blood and blood products; educational programs that promote health and safety; and international relief and development programs. The American Red Cross is where people mobilize to help their neighbors across the street, across the country, and across the world in emergencies. Each year, in communities large and small, victims of some 70,000 disasters turn to neighbors familiar and new--the nearly one million volunteers and 35,000 employees of the Red Cross. Through over 700 locally supported chapters, more than 15 million people gain the skills they need to prepare for and respond to emergencies in their homes, communities and world. Some four million people give blood the gift of life through the Red Cross, making it the largest supplier of blood and blood products in the United States. And the Red Cross helps thousands of U.S. service members separated from their families by military duty stay connected. As part of the International Red Cross and Red Crescent Movement, a global network of 181 national societies, the Red Cross helps restore hope and dignity to the world's most vulnerable people. Red Cross symbols: 2008, TESCCC 08/24/08 page 13 of 15

14 The Red Cross Teacher Resources and Information (cont.) The Red Cross emblem was officially approved in Geneva in 1864; a year after the International Committee of the Red Cross (ICRC) was founded. The emblem, endorsed by the 16 signatories of the Geneva Conventions on international humanitarian law, is based on the Swiss flag with colors reversed. The Red Crescent The Red Crescent emblem was first used by ICRC volunteers during the armed conflict between Russia and Turkey ( ). The symbol was officially adopted in 1929, and so far 25 Islamic states have recognized it. Originally, only the Red Cross was to be used as an emblem of the Geneva Conventions, but because it reminded Muslims of the Crusaders, most of the Muslim nations (primarily the Ottoman Empire, later Turkey) objected to this, and as a result an additional emblem (the Red Crescent) was to be provided for. Though the crescent is traditionally associated with Islam, the Red Crescent is a color reversal of the Ottoman flag, which was later adapted into the modern flag of Turkey, except that the Red Crescent does not have a star and is usually centered on its white ground. Iran also adopted the Red Crescent in 1980 after abandoning the Red Lion and Sun. The Red Crystal On December 8, 2005, partly in response to growing pressure to accommodate MDA as a full member of the Red Cross & Red Crescent movement, a new emblem (officially the Third Protocol Emblem, but more commonly known as the Red Crystal) was adopted by an amendment of the Geneva Conventions known as Protocol III. The new emblem was designed to be easily recognizable and, to make it more universally acceptable throughout different cultures, devoid of religious connotation (contrasting the Red Cross and Red Crescent, which are often associated with Christianity and Islam, respectively). No country or national society is obliged to change their emblems, and none are obliged to use the new one; but all are required to respect it in the same manner as the other emblems. Societies can choose to use the Red Crystal emblem alongside the Red Cross and/or Red Crescent emblems or as a border for a Red Cross or Red Crescent emblem. Societies that use other emblems may, with prior approval, use their own emblems alongside or inside the Red Crystal; at present, the only such society is MDA. Alternatively, the emblem can be used alone, which may be useful in areas where religious strife may lead to confusion over the Red Cross and Red Crescent emblems. 2008, TESCCC 08/24/08 page 14 of 15

15 Bibliography Books: Clara Barton: Founder of the American Red Cross (Childhood of Famous Americans), Augusta Stevenson, Simon and Schuster Children s Publishing. Young Clara Barton: Battlefield Nurse, Sarah Alcott, Troll Communications, L.L.C. Websites: , TESCCC 08/24/08 page 15 of 15