Campus: Lacy Elementary Author(s): Briana Jensen
Date conversion 19.05.2016 Size 63.53 Kb.
Author(s): Briana Jensen
Date Created / Revised: February 16, 2016
Six Weeks Period: 6
Grade Level & Course: 4
th grade/Social Studies
Timeline: 10 Days
Unit Title: Texas Citizenship (Unit 12)
Lesson # 1-2
TEK # and SE
4.16A Explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.
4.16B Sing or recite “Texas, Our Texas.”
4.17A Identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll.
4.17B Explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects.
4.17C Explain the duty of the individual in state and local elections such as being informed and voting.
4.17D Identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala,
Ann Richards, Sam Rayburn, Henry B. Gonzalez, James A. Baker III, Wallace Jefferson, and other local individuals.
4.18A Identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S.
representatives, and Texans who have been presidents of the United States.
4.18B Identify leadership qualities of state and local leaders, past and present.
4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
4.22B Incorporate main and supporting ideas in verbal and written communication.
4.22D Create written and visual material such as journal entries, reports,
graphic organizers, outlines, and bibliographies.
4.22E Use standard grammar, spelling, sentence structure, and punctuation.
4.23A 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.
See Instructional Focus Document (IFD) for TEK Specificity
Historic documents of Texas convey important ideas.
Active participation in the democratic process is very important.
allegiance, indivisible, citizenship, election, voting, democratic process
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Students copy the following sentence stem on
notebook paper or in their journals:
I promised________________ to ____________
Because I _______________________________
Students complete the sentence stem by reflecting
on a promise they made to someone and why they
made that promise.
Students share their promise with a partner and
explain why they kept their promise or not.
Explain that just like students have made promises to
their family members or friends, as Texans we make
promises to our state.
Display the words to the state song,
Texas, Our Texas.
2. Students recite the words to the song through a choral reading, led
3. Play the state song,
Texas, Our Texas and ask students to look at
the lyrics while they listen to the song.
4. “Texas Talking Partner” activity: assign each student a partner to
complete the activities listed below.
5. Turn to your “Texas Talking Partner” and write down all the words
used to describe Texas or the Star that symbolizes Texas from the
(Answers may include: mighty, wonderful, great, boldest,
grandest, wide, glorious, supremely blest, freeborn, single, emblem
of freedom, free, brave, strong.)
6. Call on each pair of “Texas Talking Partners” to volunteer one
word from their list of descriptive words as the teacher scribes the
complete list on chart paper or the board.
Looking at these descriptive words, how do you think the
of the song, William J. Marsh, felt about Texas
when he wrote the song in 1924, and do you think he was
loyal (or committed/dedicated) to Texas?
include: proud, honored, excited, patriotic, etc. Yes, he was
probably very loyal to Texas.)
7. Explain that students who live in Texas now are very diverse.
Many have lived here their entire lives while others moved here
from other states or countries, but we are all Texans.
What makes you proud to be a Texan? Students share their
responses with their “Texas Talking Partner,” and the teacher
takes a few responses at the end of the activity.
Can you find two lines of the song that make a promise?
Students turn to their “Texas Talking Partner” to find a promise
in the song.
(Answer: “Mother of heroes, we come your children
true/Proclaiming our allegiance, our faith, our love for you.”)
8. Play the song again and ask students to sing along.
Words to the song,
Texas, Our Texas
Audio and/or video recording of the song,
Texas, Our Texas
TEKS: 4.16C; 4.21B
The purpose of this section of the lesson is
to expose student to the lyrics of the state
song, to ask students to recite the words
to the song,
to identify the descriptive
words in the song, and then to identify the
promise” we make when we sing the song.
Students conclude this section of the
1. Display a picture of the Texas flag (or the real flag) and
write the Texas Pledge on the board or chart paper:
Honor the Texas Flag;
I pledge allegiance to thee, Texas, one state under God,
one and indivisible.
2. Distribute the Handout: Analyzing the Texas Pledge (1
3. Students stand, place their hand on their heart, and
recite the pledge.
4. Students analyze the words in the pledge on their
Handout: Analyzing the Texas Pledge (1 per student)
by identifying synonyms and completing a quick sketch
for the following terms in the pledge:
5. Model the process for students using the quadrant for
pledge.” Explain that a “pledge” is similar to a “promise”
and instruct students to write the word “promise” under
the synonym area for the “pledge quadrant.”
6. Instruct students to draw a quick sketch to reflect the term
pledge.” (This should take 23
minutes, and students
may consult with their “Texas Talking Partner” to come up
with an idea for their quick sketch.)
What is a synonym for the word allegiance?
(Answers may include words such as loyalty,
commitment, faithfulness, devotion, or
8. Bring the class to a consensus on the BEST synonym by
substituting the term into the pledge. For example, recite
the following, “I
promise loyalty to thee, Texas…” or “I
promise devotion to thee, Texas…” and allow students to
select their favorite synonym for the handout.
9. Instruct students to draw a quick sketch to reflect the term
allegiance.” (This should take 23
minutes, and students
may consult with their “Texas Talking Partner” to come up
with an idea for their quick sketch.)
What is a synonym for the word indivisible?
(Answers may include words such as inseparable,
undividable, united, unified, etc.)
11. Bring the class to a consensus on the BEST synonym by
substituting the term into the pledge. For example, recite the following, “one state under God, one and undividable,” and all allow students to select their favorite synonym for the handout.
Picture of the Texas flag for display (or the real flag)
Texas State Library and Archives Commission –
Handout: Analyzing the Texas Pledge (1 per
TEKS: 4.16C; 4.21B; 4.22D
1. Students choose one person from the Teacher Resource: PowerPoint:
My Pledge to Texas or another Texan
who has demonstrated great
2. Distribute the Handout: Texas Profile (1 per student).
3. Students complete the handout analyzing their selected Texan’s
personal profile, identify at least 3 contributions they made to local or
state civic affairs, and explain why they chose this person.
4. Distribute the cards from the Teacher Resource: I Pledge to Texas
by… KEY (1 card per student).
5. Students complete one card as an exit ticket showing how they plan to
participate in Texas civics locally or at the state level.
Handout: Texas Profile (1 per student)
Teacher Resource: I Pledge to Texas
by… KEY (cut apart; provide one card 1
Create a trifold
analyzing the meaning of the song “Texas, Our Texas” and the
Pledge to the Texas Flag.
1. Distribute the Handout: Tri-fold Organizer (1 per student) to organize
their thoughts to use to create the tri-fold.
2. Once students have completed the Handout: Tri-fold Organizer, check
for understanding and have students make any corrections that need to
3. Provide each student a white piece of paper and have them fold it into a
4. Students will transfer the information from the Handout: Tri-fold
Organizer to their Tri-fold.
Handout: Tri-fold Organizer (1 per
TEKS: 4.16A, 4.16B, 4.16C; 4.17A, 4.17B, 4.17D;
1. Write the following statement on the board: “As citizens of Texas, we have a duty to
participate in local and state civic affairs.”
What does the phrase “civic affairs” mean?
(Answers may vary but lead
students to understand that “civic affairs” could mean public issues or activities such
as voting in elections, running for office, writing your elected officials, volunteering,
2. Pair, Square, Share activity:
Organize students into groups of two.
Distribute the Handout: Active Citizen (1 per pair).
Students collaborate with a partner to explain what an active participant in local and
state civic affairs thinks, sees, hears, says, and does.
Students find another pair to create a square of four students.
Pairs share ideas with each other and record new ideas on their handout.
3. Ask students to volunteer responses.
Handout: Active Citizen (1 per pair)
The purpose of this activity is to access students’
prior knowledge about
being an active participant in
civic affairs. There are no right or wrong answers to
1. Students remain in their SQUARES or groups of four.
2. Provide students the Handout: Active Citizens Cards (1 set per group) and the
Handout: Citizen Recorder (1 per group).
3. Remind students that they learned about important individuals who modeled active
participation in civic affairs in the previous lesson. Today, students will examine these
individuals more closely.
4. Students “deal” the cards among the group of four.
5. Taking turns, each student reads his/her card to the group describing Texans who
demonstrated active participation in local and/or state civic affairs and lays the card
face up on the table or desk.
6. After all cards have been read, students collaborate to select the five individuals their
group believes had the greatest impact on Texas.
7. Groups then rank their five individuals as first, second, third, fourth, and fifth based on
their impact on Texas.
8. Groups select one person in the group to record their ideas on the Handout: Citizen
Recorder (1 per group),
noting the ranking, a summary statement of each person’s
contribution to Texas, and a thorough explanation of why they chose their #1 ranked
Handout: Active Citizens Cards (1 set per group)
Handout: Citizen Recorder (1 per group)
1. The teacher should present the accurate information identifying the following:
Name of the current U.S. President
Names of the current U.S. Senators representing Texas
Name of the current U.S. Representatives representing your district
Name of the current State Senator for your district
Name of the current State Representative for your district,
Texans who were President:
Lyndon B. Johnson
George H.W. Bush
George W. Bush
Dwight D. Eisenhower
2. Students confirm any answers they categorized correctly, erase any incorrect answers,
and add correct responses to their handout.
3. Explain that these individuals work hard to contribute to our democracy.
The purpose of this section of the lesson is for
students to confirm or
correct their original guesses
by identifying current local and state leaders, as well
as Texans who have served as the United States
1. iCivics prepares young Americans to become knowledgeable, engaged 21st century
citizens by creating free and innovative educational materials.
2. In 2009, Justice Sandra Day O’Connor founded iCivics to reverse Americans’ declining
civic knowledge and participation. Securing our democracy, she realized, requires
teaching the next generation to understand and respect our system of governance.
3. Organize students into groups of two with one computer for each pair.
4. Students go to the website iCivics to play one of three games that help them work
through the problem-solving process or how to become an active participant in the
democratic process. Activate – Do you have an idea about how to make a positive difference in your
Cast a Vote – What issue do you want to ask candidates about?
Responsibility Launcher – Have you ever wanted
to knock some civic sense into
5. Students use what they learned from the iCivics game to complete the Handout: Good
Citizen or use technology to complete the task.
6. Students draw a picture of themselves being a good citizen.
Handout: Good Citizen (1 per student) If computers are not accessible to the students, teacher should demonstrate on the class computer or plan to use this content in a different manner.
Write a letter to an elected or appointed official describing an issue in Texas that concerns you.
1. Distribute the Handout: Problem-Solving Process (1 per student).
2. Brainstorm potential issues that elected officials might be able to address.
3. Select one of those issues as the problem students choose to address. Students fill in
step 1: Identify a problem with the issue chosen.
4. Step 2: Gather information: Students gather information about the issue and determine
which elected official might be able to help address this problem. Students or the
teacher may access the following website to determine the appropriate contact
information for their elected official: Who Represents Me?
5. Step 3: List and consider options. The teacher assists students in listing several
options for solving the problem.
6. Step 4: The teacher assists students in determining the advantages and disadvantages
of the options in step 3.
7. Step 5: Students select the solution they prefer
8. Step 6: Students implement their solution by writing their chosen elected official a letter
asking them to consider their suggestions for resolving the selected issue.
Students complete the Handout: Pre-Write: Letter to Representative (1 per
student) to prepare their letter.
Students trade letters with a peer to peer edit for the following:
Correct sentence structure
Students make corrections in the final draft of their letter
9. Step 7: Evaluate the solution. Students wait to get a response from their elected official
to evaluate the effectiveness of their suggestions.
Who Represents Me?: http://www.fyi.legis.state.tx.us/
Handout: Problem-Solving Process (1 per
Handout: Pre-Write: Letter to Representative
TEKS: 4.17B, 4.17C, 4.17E; 4.18A, 4.18B; 4.22B, 4.22D, 4.22E; 4.23A
The purpose of this section of the lesson is to remind
students how to implement the problem-solving
process while also being an active participant in the
Depending on how much time it takes to go through
the problem-solving process, students may need tocomplete the writing of their final letter outside of
class as homework.
an option to infuse technology, teachers may
consider allowing students to type their letters on the
computer or to email the letter.
Accommodations for Special Populations
Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
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