Grade 1 Social Studies Unit 5 Texas Title 5 th Six Weeks 34 Days Suggested Time Frame Big Ideas/Enduring Understandings Students will understand the cultures, beliefs, and history of Texas. Guiding Questions What symbols and celebrations help shape our Texas identity? How do good citizens help develop our state? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question Coming Soon The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS
Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (1) History. The student understands the origins of customs, holidays, and celebrations. is expected to: (A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; San Jacinto Day April 21 st Commemorates the day in 1836 that the Texas forces defeated the Mexican army under Santa Anna at the Battle of San Jacinto freeing Texas from Mexican rule. Other days to recognize Texas Independence Day March 2 nd. Describe Origins Customs Holidays Celebrations Community State Nation San Jacinto Day Veterans Day Independence Day Lessons (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: Sam Houston a leader of Texas during the Revolution, Republic and Statehood. Houston was the General who won the Battle of San Jacinto that gave Texas her independence from Mexico. He was twice President of the Republic of Texas. He was a U.S. Senator from Texas and also Governor of Texas as a Identify Contribution, historical figures, influence Sam Houston Sam Houston: Standing Firm (Texas Heroes for Young Readers) by Mary Dodson Wade and Joy Fisher Hein 2009 Sam Houston ( First Biographies) by Lisa Trumbauer 2006
. (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; state. He is the person for whom the city of Houston is named. In first grade students must know leaders who exhibited individualism and inventiveness such as: These leaders shared some common traits: They overcame difficulties and hardships in their personal lives. They responded to an important need. They worked hard to accomplish their ideas and goals, even when other people did not always like them or what they were doing. They kept working to make things better or to come up with new ideas. Journaling Have students write about Houston, in Social Studies Journal. Then, in small groups, create and share a poster of information about assigned historical figure. ELPS 3E, 4F, 2G If Available: Pebble Go Eharcourtschool.com A Lessons (5) Geography. understands the purpose of maps and globes. The student is expected to: (A) create and use simple maps such as maps of the home, classroom, school, and community; Create map of Texas Create Map Create map of Texas United Streaming/Discovery Education
Understanding Maps: Key to Everywhere Maps (5) Geography. understands the purpose of maps and globes. The student is expected to: Locate Texas and Amarillo on a US map and a globe Locate US map Globe (B) locate the community, Texas, and the United States on maps and globes. Maps
(6) Geography. understands various physical and human characteristics. is expected to: (B) identify examples of and uses for natural resources in the community, state, and nation; and Natural resources water, soil, crops, oil, livestock (farm animal); Natural resources are things produced in nature which people use to make goods and produce services. Some examples and uses that students should be able to identify are: Water: drinking, industry, bathing, fish Soil: agriculture, gardening Crops: lumber, paper, beauty, air quality, clothing (cotton) Petroleum (oil): gasoline, heating oil, plastics Livestock: beef for food, dairy products, leather These are just a few examples of natural resources and their uses. There are numerous other examples appropriate for students. The definition of natural resources is introduced at kindergarten but is not applied. It is critical for the students to understand the concept of Natural Resources as usable "things" found in nature. Identify Natural resource From Mud to House by Bertram T. Knight From Wheat to Pasta by Bertram T. Knight From Cow to Ice Cream by Bertram T. Knight Give students a picture of the community, state, or nation and ask students to identify the natural resources shown in the picture. They can also list at least one use for each resource. Have students create a collage of pictures (drawn, cut out or printed from the internet) indicating natural resources. Each individual student collage can be posted on a "Natural Resource Wall". Before posting pictures, ask students to trade collages with a classmate and write a list of resources and uses for those resources that they see in their classmates collage. What are examples of and uses for natural resources in the community and state? United Streaming/Discover Education Natural Resources: Forest Natural Resources: Wool
Natural Resources Sunflowers Learning About Natural Resources Maps (14) Citizenship. understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. is expected to: (A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo ; Students should understand that symbols represent our shared values. They should be able to identify that The Texas Flag represents our state. The Alamo was a mission held by Texans and captured by the Mexicans in 1836 and it became a symbol of Texas independence. Students have been introduced to the concept of patriotic symbols in kindergarten specifically the Texas and United States flags. Explain Symbols Texas Flag Alamo : Heart of Texas: A Lonestar ABC by Laura Krauss Melmed The Legend of the Bluebonnet by Tomie depaola Our Texas by Jackie Mims Hopkins The Alamo by Lynda Sorensen Texas Alphabet by Laurie Parker The Pebble First Guide to Texas Symbols by Wendy Lanier L is for Lonestar: A Texas Alphabet by Allen Stacy Hello, Texas! By Christopher S. Jennings
Have students discuss the importance of symbols and to think of local examples of symbols that are important to people. Discuss why we stand up when the flag goes by and why people travel to see our state and national symbols such as the Alamo and the Liberty Bell. Have students create a portfolio of symbols. They should have a drawing or a picture of the symbol and a description of what it stands for. Maps (14) Citizenship. understands " Honor the Texas flag. I pledge allegiance to thee, Texas, one and indivisible." Recite Symbols Customs
important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. is expected to: (B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; Have students discuss the concept of allegiance. Pledge of Allegiance Have students take turns leading the class in saying the Pledge of Allegiance and the Pledge to the Texas Flag. Interactively write the Pledge to the Texas Flag. Maps (14) Citizenship. understands important symbols, customs, and celebrations that represent American beliefs and principles and Anthems are songs of praise. Most countries and states adopt a song that is patriotic and representative of the country or state and the people who live there. Identify Anthems Motto I Pledge Allegiance by June Swanson. Carolrhoda, 1990. What Is the Story of My Flag by Janice Behrens
contribute to our national identity. is expected to: (C) identify anthems and mottoes of Texas and the United States; Texas, Our Texas is the state anthem. It was written in 1925 and adopted as the state song in 1929. The words of the song praise Texas and the freedom and greatness for which she stands. Words to Texas, Our Texas : Texas, our Texas! All hail the mighty State! Texas, our Texas! So wonderful, so great! Boldest and grandest. Withstanding ev'ry test; O Empire wide and glorious, you stand supremely blest. God bless you, Texas! And keep you brave and strong, That you may grow in pow'r and worth Thru out the ages long. A motto is a phrase or saying that represents something important about a place. The motto of the state of Texas is Friendship. It comes from tejas, the word the Native Americans in East Texas used to greet the first Spanish explorers. In the language of these Native Americans tejas meant friends or allies. The name for our state, Texas, comes from that word. Have students make a word/picture collage of what friendship means to them. Read the words of Texas, Our Texas to the students. Ask the students to identify words that express the "greatness" of Texas. Pledge of allegiance to the state flag Lessons (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: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; Lessons