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Instructional Focus Document
Grade 3 Social Studies
TITLE : Unit 02: Celebrating Freedom and Heritage SUGGESTED DURATION : 5 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the cultural heritage of communities, including the guarantee of freedom in American communities. Freedom is a fundamental cultural value in the United States and is reflected in may community celebrations, and the arts. A study of the purpose of the Declaration of Independence, the U.S. Constitution, and Bill of Rights is important for understanding the importance of freedom and rights afforded in American society. A study of the heritage of communities is important for understanding how communities develop a sense of unity.

Prior to this Unit

Prior to this unit of study, in Kindergarten through Grade 2, students have learned about citizenship in the context of the responsibilities expected of citizens as well as about the symbols, celebrations, and customs of America.

During this Unit

During this Grade 3 unit, students develop an understanding of the deeper meaning of the founding documents, along with learning about how communities develop a cultural heritage. Students should be introduced to a variety of significant writers and authors in order to study how their works contribute to the cultural heritage of America.

After this Unit

In the next unit students study about geographic patterns by using maps and globes as tools and by examining human geographic characteristics of communities.


Democratic societies strive to guarantee the rights and freedoms of the individual.

  • How are the rights and freedoms of individuals protected in a democratic society?

Culture serves to unify people.

  • What commonalities binds people together as a group?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

In a constitutional republic, laws guarantee and protect the rights of the people.

  • What are unalienable rights?
  • What is the purpose of the U.S. Constitution?
  • How does the U.S. Constitution protect freedom in America?
  • What rights are guaranteed to Americans in the Bill of Rights?

Civic Engagement

  • Democratic Principles
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Communities develop a cultural heritage, which is reflected in cultural celebrations, literature, and art.

  • What cultural celebrations are important in your community and other communities?
  • What is similar and different about the cultural celebrations in your community compared to other communities in the world?
  • How do writers and artists contribute to the cultural heritage of their communities?
  • How do stories, poems, statues, and paintings reflect the cultural heritage of the community?

Spatial Patterns

  • Region/Borders

Cultural Patterns

  • Language

Artistic Expressions

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • none identified

Unit Vocabulary

constitutional republic – a government where representatives are elected by the people and they must follow written laws
freedom – being able to act and think any way you like
rights – freedoms given to citizens
culture – the behaviors and beliefs of a group
heritage – something from the past that is still important today

Related Vocabulary

  • constitution
  • laws
  •  unalienable rights
  •  liberty
Unit Assessment Items System Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
3 Government.
3.10 Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
3.10A Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.

Identify

PURPOSES OF FOUNDING DOCUMENTS

Including, but not limited to:

  • The Declaration of Independence
    • Purpose – declare the 13 colonies as independent states, free from rule by Great Britain
    • The Declaration of Independence was adopted by the Continental Congress on July 4, 1776. The committee appointed to write the Declaration of Independence included Benjamin Franklin, John Adams, Roger Sherman, Robert Livingston, and Thomas Jefferson. Thomas Jefferson wrote the majority of the declaration. In the preamble, Jefferson explained that it was necessary to list the reasons why the colonies sought their own government. In three sections, Jefferson outlined the reasons: 1) people have the right to control their own government; 2) the British government and King used their power unjustly to control the colonies; and 3) the colonies had tried to avoid separating from Britain, but Britain refused to cooperate. The most famous passage concerned the right to govern: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among men, deriving their just power from the consent of the governed. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government.” (TEA – Social Studies Center Glossary, 2000)
  • U.S. Constitution
    • Purpose – outline the powers of government
    • One of the foundations of the American system of government is the use of a written constitution defining the values and principles of government and establishing the limits of power.
  • The Bill of Rights
    • Purpose – restrict the powers and authority of the federal government and enumerate/ensure basic rights to people
    • Consists of the first ten amendments to the U.S. Constitution, ratified in 1791. The First Amendment protects several fundamental rights of U.S. citizens: freedom of religion, of speech, of the press, to assemble, and to petition. The next seven amendments guarantee other freedoms, including the right to a fair trial and the right to bear arms. Homes cannot be searched without reason, citizens should not be expected to house troops during peacetime, and those accused of crimes should be treated fairly before the law. The last two amendments further limit national power by granting to the states all powers not specifically assigned by the U.S. Constitution to the national government. (TEA – Social Studies Center Glossary, 2000)
3 Culture.
3.13 Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to:
3.13A Explain the significance of various ethnic and/or cultural celebrations in the local community and other communities.

Explain

SIGNIFICANCE OF ETHNIC/CULTURAL CELEBRATIONS

Including, but not limited to:

  • Ethnic/cultural celebrations – special events which celebrate the culture of an ethnic group. Cultural celebrations focus on the language, rituals, art, and traditions unique to a group of people. Examples of cultural celebrations include Cinco de Mayo, Juneteenth, Oktoberfest, Borderfest, Austin Celtic Festival, North Texas Irish Festival, Westfest, Houston Italian Festival, and many other community fairs.  Such celebrations are significant reminders of the diversity that characterizes American society and as preservation of cultural traditions.
3.13B Compare ethnic and/or cultural celebrations in the local community with other communities.

Compare

ETHNIC AND/OR CULTURAL CELEBRATIONS IN THE LOCAL COMMUNITY WITH OTHER COMMUNITIES

Including, but not limited to:

  • Compare the similarities and differences of locale traditional celebrations with those of other cultural groups in Texas, the United States, and the World.
  • Culture– includes the social structure, languages, belief systems, institutions, technology, art, foods, and traditions of particular groups of humans. The term defines a group’s way of life, its view of itself, and others. Culture includes goods produced and used, skills developed, and traditions passed on to other generations. Culture is passed on to the next generation through the observance of traditional customs and holidays.
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.

Identify

VARIOUS INDIVIDUAL WRITERS AND ARTISTS AND THEIR WORK AS EXAMPLES OF CULTURAL HERITAGE

Including, but not limited to:

  • Kadir Nelson – artist and illustrator, two time Caldecott Award winner and Coretta Scott King Author Award winner
  • Tomie dePaola – writer and illustrator of over 200 books, winner of both Caldecott and Newberry awards
  • Phillis Wheatleypoet, first African American woman and first enslaved person to be published

Cultural heritage – refers to the physical objects, traditions, folklore, customs and arts passed from one generation to the next

3.15B Explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities.

Explain

SIGNIFICANCE OF VARIOUS INDIVIDUAL WRITERS AND ARTISTS TO COMMUNITIES

Including, but not limited to:

  • Carmen Lomas Garza – artist and civil rights activist
  • Laura Ingalls Wilder – author of the “Little House on the Prairie” series
  • Bill Martin, Jr.– children’s author of over 300 books
  • Other examples of cultural heritage
3 Social studies skills.
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:
3.17C Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting.

Interpret

ORAL, VISUAL, AND PRINT MATERIAL

Including, but not limited to:

  • Identify main idea
  • Identify cause and effect
  • Compare and contrast
  • Distinguish between fact and opinion
3.17E Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps.

Interpret, Create

VISUALS

Including, but not limited to:

  • Graphs
  • Charts
  • Tables
  • Timelines
  • Illustrations
  • Maps
3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18C Use standard grammar, spelling, sentence structure, and punctuation.

Use

WRITTEN SKILLS TO COMMUNICATE

Including, but not limited to:

  • Standard grammar
  • Spelling
  • Sentence structure
  • Punctuation
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
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