Grade 03 Unit 06 Exemplar Lesson 01: Our Local Heroes This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students learn the characteristics, beliefs, actions and deeds that classify people as a heroes. By focusing on armed services as well as local community heroes, students learn characteristics of good citizenship. Students consider examples of community changes that have resulted from individual or group decisions. The lesson includes examples of civic organizations and explains how volunteers serve the common good. In addition, this lesson includes stories and poems of writers and artists as heroes. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to: 3.11A 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. 3.12 Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: 3.12A Give examples of community changes that result from individual or group decisions. 3.12B Identify examples of actions individuals and groups can take to improve the community. 3.12C Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. 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: 3.14B Identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains. 3.15 Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to: 3.15A 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. 3.15B Explain the significance of various individual writers and artists such as Carmen Lomas page 1 of 15
Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities. Skills TEKS 3.17 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: 3.17A 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. 3.17C Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting. GETTING READY FOR INSTRUCTION Performance Indicators Grade 03 Unit 06 PI 01 Create a multi-media biography of a local person who you consider a hero. Include biographical information and an analysis of the person s beliefs, actions and deeds that support their classification as a hero. Standard(s): 3.14B, 3.17A, 3.17C ELPS ELPS.c.5F Key Understandings People who show great courage are admired as heroes for their achievements and noble qualities. What is courage? How do people show great courage? How might good citizens display great courage? Vocabulary of Instruction hero courage noble convictions Materials Refer to the Notes for Teacher section for materials. Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Government Chart Executive Branch Teacher Resource: Armed Service Songs Teacher Resource: The Four Chaplains Handout: Questions After Reading The Four Chaplains page 2 of 15
Handout: Chart of a Community Hero Resources Research local library, chamber of commerce and Internet to find people who have been heroes for your local community, past and present. Advance Preparation 1. Become familiar with content and procedures for the lesson. 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 Review and become familiar with the levels of government that hire people to serve and protect citizens. Read and become familiar with Four Chaplains story. Research local community heroes that students may not know about. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Heroes Who Protect Us 1. Display the Teacher Resource: Government Chart Executive Branch 2. Students study the Government Chart Executive Branch. Teacher guides their study by asking questions such as: Do you know who serves and protects our local community? (police, sheriff s department) And who is their boss? (the city, the mayor, the chief of police) Who serves and protects our state? (Department of Public Safety) Who is their boss? (The Governor of the State) And who serves and protects our nation? (The armed services such as the Army, Navy, Marines, Air Force, Coast Guard, Reserves, National Guard) Who is their boss or Commander in Chief? (the President of the United States) 3. Students continue to observe and study the Government Executive Branch chart to comprehend how they work together. Students ask questions. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1-20 minutes Materials Air Force song Marine Corps song Navy song Army song Pictures of soldiers in uniform Attachments: Teacher Resource: Government Chart Executive Branch (1 for display or 1 per student) Teacher Resource: Armed Service Songs TEKS: 3.11A; 3.14B Instructional Note: Provide pictures of soldiers in uniform page 3 of 15
4. Encourage students to think about and discuss the lives of the people who choose to work in the protective services. Encourage students to develop ideas such as: Our men and women who serve do so because they believe in doing the right thing. People choose to protect our community, our state and our nation every day. People who protect us and our property are heroes. Most of the people who protect us wear uniforms. and words to the songs from the branches of the armed services as the songs play. (Found easily on the Internet using search terms armed services uniforms ) 5. Students think about some heroes on our national level as they see the armed services uniforms and listen to their songs. (See the Teacher Resource: Armed Service Songs) EXPLORE - Who is a Hero? 1. Encourage students to discuss bravery and courage. Encourage students to mention the characteristics of good citizenship studied: truthfulness, justice, equality, respect for self and others, responsibility in daily life, participation in government by: educating oneself about the issues respectfully holding public officials to their word voting 2. Continue the discussion with more questions such as: What might make someone a hero? Do you know someone who is a hero? Do you think heroes are real people? Suggested Day 1 (continued) - 15 minutes Attachments: Teacher Resource: The Four Chaplains TEKS: 3.11A; 3.14B Instructional Note: Post characteristics of a good citizen and a hero: truthfulness justice equality, respect for self and others, responsibility in daily life, participation in government 3. Read aloud the story of the Four Chaplains, a true story that happened during World War II in the year 1943. (see the Teacher Resource: The Four Chaplains.) EXPLAIN The Four Chaplains 1. Students form small groups to discuss their reaction to the story. 2. Provide each group with a copy of the Handout: Questions after Reading The Four Chaplains. What was the main idea that you learned from the story? What caused the tragedy? What was the effect? What questions come to mind as you think about the four chaplains? What do you wonder about? If you were going to explain this to someone, how would you? Were the men famous at the time? Do heroes always have to be someone famous? What is your opinion of the Four Chaplains? Do you think they made a group decision to do the right thing that day? Suggested Day 1 (continued) - 15 minutes Attachments: Handout: Questions after Reading The Four Chaplains TEKS: 3.12A; 3.14B EXPLORE Suggested Day 2-10 minutes page 4 of 15
1. Students discuss who to call upon in an emergency in the community. 2. Encourage students to realize that police, fire fighters and Emergency Medical Teams (EMT), or first responders are people who live in the community. Discuss with students such things as: First responders are heroes because they are people with great courage who sometimes save lives. First responders often work to teach us safety so we won t have an emergency. First responders teach us to do what is right every day so we won t get into danger such as traffic accidents or fires. Materials: newspaper articles that focus on community heroes TEKS: 3.12A, 3.12B; 3.17A Instructional Note: Bravery and courage does not mean putting yourself in harm s way, but facing fears and acting in ways that benefit others and exemplify beliefs. 3. Students consider and discuss how fire safety and emergency training education helps to improve the community. 4. Read an article about a local hero from the newspaper. EXPLAIN Group Decisions 1. Teacher reads aloud a book, story, or poem about police and fire fighters, or other community heroes. 2. Initiate a discussion about how our community pays policemen and fire fighters. 3. Encourage students to think about how our community decides how much to pay fire fighters and police. EXPLORE Volunteerism Helps the Community 1. Explain to students about volunteer fire departments. Talk about things such as: in small communities or out in the country, fire fighters are volunteers and do not get paid to fight fires; people volunteer to help. They also receive training. Suggested Day 2 (continued) - 10 minutes Materials: book, story, or poem about police, fire fighters, or other community heroes TEKS: 3.12A, 3.12B; 3.15A, 3.15B Suggested Day 2 (continued) - 5 minutes TEKS: 3.12C 2. Ask probing questions such as: Do you know a volunteer fire fighter? Do they only volunteer if there is a fire? What about tornado watchers? 3. Ask students if they know of any groups in the community who would volunteer to help people if there were a tragedy such as a fire, flood or a tornado. 4. Help students develop an understanding of volunteerism. Explain such things as: Volunteer groups of people do not get paid to do what they do. Volunteers believe in helping for the good of the community. We all share responsibility toward all citizens in our community for the common good. Volunteers offer a variety of things to our community. Sometimes they build homes, or give shelter to people who have trouble in their families, or give food to people page 5 of 15
who are hungry. Volunteers save our community government money since they work for free and a person does not have to be paid to do the work that the volunteers get accomplished. EXPLAIN Authors and Artists Who Focus on Heroes. 1. Introduce authors and artists who focus stories or art work on their heroes. 2. Time permitting, read a chapter from a book by Laura Ingalls Wilder where a local neighbor or citizen performs a heroic act to help others. Suggested Day 2 (continued) - 15 minutes Materials: books examples of artwork 3. Add appropriate books to the classroom bookshelves so students can access them. ELABORATE Stories of Real Heroes 1. Students think about real people who are heroes or people they admire for the good deeds they do. 2. Students draw a picture of their real hero and write a short story about their good deed of their hero, writing at least three complete sentences (using correct grammar and punctuation) about the real hero they admire. Suggested Day 2 (continued) - 10 minutes Materials: plain paper map pencils TEKS: 3.11A, 3.11B; 3.14B Instructional Notes: Teacher can bind these stories into a book about real community heroes. EXPLORE Community Heroes 1. Continue the learning about community heroes, this time focusing on people who contribute to the community by performing jobs important to the community, such as postal workers, teachers, nurses, firemen, etc. (Other examples of community workers can be used to do the comparison for this lesson.) 2. Invite a retired postal worker, a retired school teacher or other community workers to come and speak to the group about their job. Have the students take notes on what the speakers tell them. If speakers are not possible, find video clips or books to explain the job of each. Suggested Day 3-25 minutes TEKS: 3.11A Instructional Note Policemen Nurses Doctors Electric Company Service people etc. 3. Divide the class in half. Give half of the groups the assignment of postal worker, and half the class the assignment of teacher. 4. Students write what they know about the jobs postal workers and teachers perform. EXPLAIN - Comparing and Contrasting 1. Working as a group, students create a list of all the tasks each community worker performs at their job. (The lists may be added to by researching on the Internet, conducting interviews, or researching books and newspapers.) Suggested Day 3 (continued) - 25 minutes TEKS: 3.11A; 3.12A; 3.17A 2. Students include a focus on characteristics of good citizenship by the teacher and postal worker such as showing equality and page 6 of 15
respect for others. 3. Students compare lists to see if they remembered everything from the speakers. 4. Pair students with a student from the other group. 5. Students share lists to see what is similar and what is different about the job of a postal worker and the job of a teacher. 6. Students fill out a Venn Diagram comparing the two community worker jobs. EXPLORE More Community Heroes 1. Begin the day by discussing any other local heroes the students know. Discuss if heroic or brave people have to be famous. Can brave people or heroes be ordinary people in our community? 2. Invite students to name other people who live in the community who have shown courage or bravery. What was their good deed? (encourage many answers and keep a list of names and deeds) Suggested Day 4-20 minutes Materials TEKS: 3.12B Books or stories about people who are heroes Books about medical workers (doctor, a nurse, ambulance driver) 3. Students think about persons around the community and school who are heroes. They think about certain roles or jobs and the people who do kind things for us every day. 4. Read a book about a doctor, a nurse, an ambulance driver, or other community workers. EXPLAIN Who Are Your Heroes? 1. Facilitate a class discussion on heroes asking probing questions such as: What makes a hero? Suggested Day 4 (continued) - 15 minutes TEKS: 3.11A, 3.11B; 3.14B Do you know a hero? Can children ever be heroes? 2. Make a class list of heroes. These can be written on stars or in some way show that they are heroes. ELABORATE - My Hero 1. Students select a person they view as a hero. 2. Each student creates a report about a hero who lives in the community. 3. Display the Teacher Resource: Chart of a Community Hero 4. Students begin by choosing a local person who is a hero, then fill out the chart about them. 5. Students locate a picture of their hero if possible (or draw one) and add a caption. 6. Students write a poem about their hero. Suggested Day 4 (continued) - 15 minutes Attachments: Teacher Resource: Chart of a Community Hero TEKS: 3.11A, 3.11B; 3.14B Instructional Note A group or class poem could be created. An acrostic or alphabet poem can be a simple way to structure a poem. The first letter of each line forms a pattern, such as the person s name or a section of the alphabet: page 7 of 15
A B C L M N O EVALUATE Grade 3 Unit06 PI01 Create a multi-media biography of a local person who you consider a hero. Include biographical information and an analysis of the person s beliefs, actions and deeds that support their classification as a hero. Standard(s): 3.14B, 3.17A, 3.17C ELPS ELPS.c.5F Suggested Day 5-50 minutes TEKS: 3.14B; 3.17A, 3.17C Instructional Note A multi-media biography would contain more than one medium of communication: written, oral, visual, recording, musical, dance, PowerPoint, artifact, verbal, etc. page 8 of 15
Government Chart Executive Branch The Executive Branch governs the people who serve and protect the citizens at each level of government. National (Federal) President/Commander -in-chief of the Armed Services (Army, Navy, Air Force, Marines, Coast Guard, National Guard, Reserves) State Governor Department of Public Safety Local Mayor Police 2012, TESCCC 08/01/12 page 1 of 1
Armed Service Songs Grade 3 U. S. Air Force: Off we go into the wild blue yonder, Climbing high into the sun; Here they come zooming to meet our thunder, At 'em boys, Give 'er the gun! Down we dive, spouting our flame from under, Off with one oh what a roar! We live in fame or go down in flame. Hey! Nothing'll stop the U.S. Air Force! United states air force band. (2012). Retrieved from http://www.usafband.af.mil/recordings/ U. S. Marines: From the Halls of Montezuma, To the shores of Tripoli; We fight our country's battles In the air, on land, and sea; First to fight for right and freedom And to keep our honor clean: We are proud to claim the title Of United States Marine. United states marine band. (2012). Retrieved from http://www.marineband.usmc.mil/audio_resources/ceremonial_music/index.htm 2012, TESCCC 04/16/13 page 1 of 2
U. S. Navy: Anchors Aweigh, my boys Anchors Aweigh Farewell to college joys We sail at break of day, 'ay 'ay 'ay Thou our last night ashore Anchors Aweigh Until we meet once more Here's wishing you a happy voyage home! Service songs-ceremonial music. (2012). Retrieved from http://www.navyband.navy.mil/anthems/service_songs.htm U.S. Army: First to fight for the right, And to build the Nation s might, And The Army Goes Rolling Along Proud of all we have done, Fighting till the battle s won, And the Army Goes Rolling Along. Refrain: Then it's Hi! Hi! Hey! The Army's on its way. Count off the cadence loud and strong* (Hut, two, three) For where e er we go, You will always know That The Army Goes Rolling Along. U.S. army bands music. (n.d.). Retrieved from http://bands.army.mil/music/ 2012, TESCCC 04/16/13 page 2 of 2
The Four Chaplains: A Story of Heroism During World War II, it was the evening of Feb. 2, 1943, and the ship, the U.S.A.T. Dorchester was crowded, carrying 902 army soldiers, seamen, and workers across the ocean to ready for battle. The ship was traveling from Newfoundland toward an American base in Greenland, in very cold conditions, and under threat of attack by German submarines. As the Dorchester was only 150 miles from Greenland, the captain ordered the men to sleep in their clothing and keep life jackets on. Many soldiers sleeping deep in the ship's hold did not obey the order because they felt hot or because the life jackets were uncomfortable. A German submarine spotted the Dorchester and gave orders to fire the torpedoes. The torpedo that hit the Dorchester caused a big explosion--striking the starboard or right side. The Captain gave the order to abandon ship because he knew that the Dorchester would sink quickly into the ocean s icy waters. About 230 people were rescued by other boats. But many people were still aboard the sinking ship. Some were badly wounded by the torpedo. In the freezing cold and icy water, they jumped from the ship into lifeboats but soon the boats were too full. Lt. George L. Fox, Methodist; Lt. Alexander D. Goode, Jewish; Lt. John P. Washington, Roman Catholic; Lt. Clark V. Poling, Dutch Reformed. Quickly and quietly, the four chaplains spread out among the soldiers. There they tried to calm the frightened, tend the wounded and guide them to safety." "Witnesses of that terrible night remember hearing the four chaplains offer prayers for the dying and encouragement for those who would live," says Wyatt R. Fox, son of Reverend Fox." 2013, TESCCC 05/20/13 page 1 of 2
One witness, Private William B. Bednar recalls. "I could hear the chaplains preaching courage. Their voices were the only thing that kept me going." "Another sailor, Petty Officer John J. Mahoney, tried to reenter his cabin but Rabbi Goode stopped him. Mahoney, concerned about the cold Arctic air, explained he had forgotten his gloves. "Never mind," Goode responded. "I have two pairs." The rabbi then gave the petty officer his own gloves." Grade 3 "By this time, most of the men were topside, and the chaplains opened a storage locker and began distributing life jackets. It was then that Engineer Grady Clark witnessed an astonishing sight. When there were no more life jackets in the storage room, the chaplains removed their own life jackets and gave them to four frightened young men." "It was the finest thing I have seen or hope to see this side of heaven," said John Ladd, another survivor who saw the chaplains' selfless act." The chaplains joined arms, said prayers, and sang hymns as they went down with the ship. The four chaplains were heroes as they showed faith, courage, and love toward others. Their families were awarded the Distinguished Service Cross, the Purple Heart, and a one-time special award called the Special Medal for Heroism by President Eisenhower. Americans will always remember and honor the Four Chaplains. Text and images courtesy of: Four Chaplains Memorial Foundation. (2007). The saga of the four chaplains. Retrieved from http://www.fourchaplains.org/story.html 2013, TESCCC 05/20/13 page 2 of 2
Questions after Reading The Four Chaplains Grade 3 What was the main idea that you learned from this story? What caused the tragedy? What was the effect? What questions come to mind as you think about the four chaplains? What do you wonder about? If you were going to explain this to someone, how would you? Were the men famous at the time? Do heroes always have to be someone famous? What is your opinion of the Four Chaplains? Questions after Reading The Four Chaplains What was the main idea that you learned from this story? What caused the tragedy? What was the effect? What questions come to mind as you think about the four chaplains? What do you wonder about? If you were going to explain this to someone, how would you? Were the men famous at the time? Do heroes always have to be someone famous? What is your opinion of the Four Chaplains? Questions after Reading The Four Chaplains What was the main idea that you learned from this story? What caused the tragedy? What was the effect? What questions come to mind as you think about the four chaplains? What do you wonder about? If you were going to explain this to someone, how would you? Were the men famous at the time? Do heroes always have to be someone famous? What is your opinion of the Four Chaplains? 2012, TESCCC 08/01/12 page 1 of 1
Chart of a Community Hero Grade 3 My name: My Local Community Hero is: Where they live Job How I know them What they show they believe What they do for the community or for others (their actions and deeds) Why I consider them to be a hero 2012, TESCCC 08/01/12 page 1 of 1