Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Grade 01 Social Studies Unit 05 Exemplar Lesson 03: Leaders and Their RolesGrade 01 Social Studies Unit 05 Exemplar Lesson 03: Leaders and Their Roles

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 implementingCSCOPE 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

One way people interact in their communities is by being community leaders. In this lesson the students identify government leaders of the

community, state and nation – past and present. They describe the roles of the public officials and explore contributions of historical figures thathave held the same offices (Lincoln and Houston). The students also use maps to locate places of significance and cardinal directions to discuss

places in relation to each other.

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.

1.1 History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:

1.1A Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence

Day, and Veterans Day.

1.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community,

state, and nation. The student is expected to:

1.2A 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.

1.4 Geography. The student understands the relative location of places. The student is expected to:

1.4A Locate places using the four cardinal directions.

1.5 Geography. The student understands the purpose of maps and globes. The student is expected to:

1.5A Create and use simple maps such as maps of the home, classroom, school, and community.

1.6 Geography.

The student understands various physical and human characteristics of the environment. The student is expected to:

1.6A Identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather.

1.12 Government. The student understands the role of authority figures, public officials, and citizens. The student is

expected to:

1.12A Identify the responsibilities of authority figures in the home, school, and community.

1.12B Identify and describe the roles of public officials in the community, state, and nation.

1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American

beliefs and principles and contribute to our national identity. The student is expected to:

1.14D Explain and practice voting as a way of making choices and decisions.

Social Studies Skills TEKS

1.17 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:

1.17A Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature,

and artifacts.

1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:

1.18A Express ideas orally based on knowledge and experiences.

1.18B Create and interpret visual and written material.

Last Updated 05/17/13 page 1 of 18  

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 01 Social Studies Unit 05 PI 03

Draw a picture that illustrates the role of a local or state official. Orally describe the role of the public official in a sentence.

Standard(s): 1.12A , 1.12B , 1.18A , 1.18B

ELPS ELPS.c.3H

Key Understandings

Good citizens often contribute to their communities by being public officials.

—    What is government?

—    Who are the leaders of local government, state government, and national government?

—    What are the jobs of government leaders?

—    How do leaders get their jobs?

—    How do leaders influence the community?

—    What roles did Sam Houston and Abraham Lincoln play in their communities?

—    How did Sam Houston influence the state of Texas?

—    How did Abraham Lincoln influence the United States?

—    How did these historical figures act as good citizens?

Vocabulary of Instruction

historical figure

location

leader

authority figure

public official

responsibility

influence

location

cardinal directions(N,S,W,E)

local

state

nation

continent

ocean

body of water

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.

Teacher Resource: North America Map

Teacher Resource: PowerPoint: Public Officials

Teacher Resource: Public Officials Chart

Teacher Resource: Who Am I? Examples

Handout: Roles and Responsibilities (optional, 1 per student)

Handout: Map of the United States

Teacher Resource: Sam Houston

Teacher Resource: Abraham Lincoln

Resources

Background information on the Battle of San Jacinto: http://www.tpwd.state.tx.us/state-parks/san-jacinto-battleground/park_history

How a bill becomes a law: http://kids.clerk.house.gov/grade-school/lesson.html?intID=17

Advance Preparation

1. Become familiar with content and procedures for the lesson, especially the idea that good citizens often contribute to their communities by

being public officials.

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.

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 2 of 18  

4. Preview materials and websites according to district guidelines.

5. Gather information about a person in history who influenced the community. (the town’s namesake, person the school is named after, orother influential local person)

6. Obtain a picture or information about the mayor of the community the school belongs to and the city hall (Insert into the PowerPoint created

for this lesson.)

7. Prepare a blank graphic organizer for public officials. (see completed sample attached)

8. Enlarge the blank outline map of the continental United States to poster size if possible or 11 x 17.

9. Make large blank copies of the states of Texas, Virginia, Kentucky, and Illinois to post so students can compare the shapes.

10. Copy U.S. outline map for students. (attached)

11. Prepare the PowerPoint related to this lesson. (Parts of it will be used at different times during the lesson.)

12. If desired, prepare the Kinesthetic Lesson Idea materials for the Engage section.

Background Information

The information located in the sample graphic organizer is taken directly from the TEKS regarding the roles and responsibilities. Please make sure that 1st graders can

articulate the roles and responsibilities of each public official.

Continent – a very large piece of land

State – part of a country

Ocean – a very large body of salt water

Mayor – an elected person who is the leader of the community who makes sure people of the community obey the laws of the city, state and nation. The mayor works

with the city council to make and enforce laws for the good of the town.

Governor – a person elected to be the leader of the state’s government. The governor works with the state legislature to make and enforce laws for the good of the state.

The governor makes sure the people of the state obey the laws of the United States and the US government.

President – the person elected to make sure the laws of the United States of America are followed. The president works with the Congress (national legislature) to

make and enforce laws for the good of the nation (country). The president is the leader of the national government and commander-in-chief of the armed forces. The

president makes sure people follow the laws and rules of the Constitution of the USA.

Sam Houston – President of the Republic of Texas, commander-in-chief during Texas Revolution, governor of Texas

Abraham Lincoln – President of the United States during the Civil War

Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

"Battle of San Jacinto- In March of 1836, the war for Texas' independence from Mexico was not going well for Gen. Sam Houston and his Texan troops. On March 11,

Houston abandoned Gonzales and retreated eastward in advance of the numerically superior forces of Gen. Antonio Lopez de Santa Anna, the president of Mexico.

Houston's poorly trained troops were restless, eager for revenge after the Goliad massacre and the fall of the Alamo. Houston realized, however, that the Texans had

little chance of winning over Santa Anna's much larger army without some sort of advantage.

On April 18, Houston arrived at Buffalo Bayou and found that Santa Anna had already sacked the small town of Harrisburg. Through a captured Mexican courier, he

learned that Santa Anna had isolated himself from the bulk of his troops and had a force of about 750 men, slightly smaller than Houston's force of 820 men. Houston

realized that his chance had come. On April 19, Houston and his men crossed to the south bank of Buffalo Bayou and marched east, setting up camp near Lynch's Ferry

on April 20. An advance guard of the Texans captured a boatload of the Mexican Army's provisions at the ferry, providing food for the famished Texan soldiers.

A small party of Texans retreated back to Houston's position near Lynch's Ferry, with the Mexican forces not far behind. Upon his arrival at nearby San Jacinto, Santa

Anna tried to draw the Texans into battle. Skirmishes continued into the late afternoon, when Santa Anna established a camp about .75 miles east of Houston's

position.

In a brief skirmish at sunset, a detail of Texan cavalry almost met with disaster, stoking Houston's fears about his poorly trained, individualistic troops. As darkness fell,

both armies settled into camp for the night. Houston ordered his men to eat and rest. Santa Anna, realizing that Houston's force was slightly larger, built fortifications

using saddles, baggage, and anything else available, and hoped that reinforcements would soon arrive. Even though his men were exhausted, he kept them up all

night on alert, believing that the Texans would attack at first light.

On April 21, dawn came with no attack and Santa Anna relaxed. At about 9 a.m. about 500 more Mexican troops arrived, to the chagrin of Houston and his men. Houston

sent a small detail to destroy Vince's Bridge to delay additional Mexican reinforcements. At noon he held a council of war, at which no decision was reached.

That afternoon, Houston assembled his troops and laid out a plan of battle. The main force advanced quietly in a frontal assault, hoping for the advantage of surprise.

Two other groups circled around to the left and right flanks of the Mexican camp. The Mexican troops had relaxed in the knowledge of their numerical superiority and

many were eating and sleeping.

The Texans had advanced to within 200-300 yards of the Mexican position before they were discovered and the alarm sounded. The main group of Texans charged the

camp, screaming, "Remember Goliad! Remember the Alamo!" A pitched battle quickly ensued, much of it hand-to-hand at the Mexican fortifications. The two other

groups of Texans attacked the flanks, quickly overwhelming the Mexican camp. Houston was wounded, but fought on with his men. In less than 20 minutes, organized

resistance ended, and many Mexicans were killed by revenge-driven Texans even as they tried to surrender. As the sun set to the west, the battle ended, the marshes

stained scarlet with blood. Nine Texans and 630 Mexicans lay dead or mortally wounded, a tremendous defeat for the Mexican Army.

Those with medical training did their best with minimal supplies to treat the Texan and Mexican wounded. The 700 uninjured Mexican troops were disarmed and placed

under guard. A small number, including Santa Anna, escaped from the battle and headed westward to the several thousand troops waiting west of the Brazos River.

Houston knew that if Santa Anna was able to reunite with the main body of his army, the war would continue, so he sent out scouts to search for the escapees the next

day. By noon, Houston's men had captured Santa Anna, who was disguised as a private. Santa Anna ordered his troops to withdraw from Texas, securing

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 3 of 18  

independence for the Republic of Texas."

Text courtesy of Texas Parks and Wildlife Department (2013). San jacinto battleground state historic site. Retrieved from http://www.tpwd.state.tx.us/state-parks/san-

jacinto-battleground/park_history

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Locate Texas on the U.S. map

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1 – 5 minutes

1. Display a large map of North America. (See Teacher Resource: North America

Map)

2. Students identify the map. (The continent of North America).

3. Introduce concepts and vocabulary by using words such as:

North America is a continent surrounded by large bodies of salt water

called oceans.

4. Students locate the United States on the continent. (Note students’ ability toidentify USA.) When identified, outline the USA in marker and label it THE UNITED

STATES.

5. Students locate Texas on the map. When located, outline the state of Texas in

marker and label it TEXAS.

Show students slide two of the Teacher Resource: PowerPoint: Public

Officials

6. Introduce concepts and vocabulary:

Using these maps will help us locate where some famous leaders once

lived before they came to Texas.

Materials

Map of North America

Markers

Attachments:

Teacher Resource: North America Map

Teacher Resource: PowerPoint: Public

Officials

Purpose:

The purpose of this section is to introduce students to the map of

the United States focusing on the location of Texas.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

Kinesthetic Lesson idea: Trace an outline map of USA onto

butcher paper using an overhead projector large enough for

class use. Do not include state lines. Cut out the U.S. outline and

post. Trace and cut out TEXAS using the same map and

overhead set-up. Students practice placing Texas in the correct

spot on the map. Cut out all of North America and do the same

with the United States. Use tape, flannel, magnets, pins, or cut

out the U.S. and Texas from cloth.

EXPLORE/EXPLAIN – Cardinal Directions Suggested Day 1 (continued) – 5 minutes

1. Say:

We have been learning that we live in ______, which is a

town/community in the state of Texas, which is in the country of the

United States of America. We’ve located these two areas on the map.Now, we need to add something to the map – a compass rose. Weneed to add cardinal directions – NORTH, SOUTH, EAST, and WEST.(Review cardinal directions and draw compass rose on map. Label the

directions on the map.)

2. Place a toy car on the map. Illustrate that when the car moves “up,” on the map itis going North. When the car is moving to the left, it is going West. Continue this

with all four cardinal directions.

3. Continue the discussion using words such as:

Texas is in what part of the United States? (south or west)

We will use the directions we’ve just discovered to help us learn about some very

important people. We’ve already talked about authority figures, good citizens, and

leaders in our families, classrooms, schools, and community. (Complete a short review

of the authority figure graphic organizer). We learned that there are many ways to

contribute to the community. Now we will learn about leaders of our government in the

nation, state, and community. They are called public officials.

4. Write the words “public officials” on the board.

What is government? (they are the group of people who control and make

decisions for a country, state, and local community.) Our public officials are

Materials:

Teacher Resource: Graphic Organizer

Authority Figures from Lesson 2

Toy car

Purpose:

The purpose of this section is to introduce the cardinal directions

and compass rose.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Teacher Note:

Before lesson: obtain pictures of the local mayor and the city hall

to add to the PowerPoint for the community.

Many textbooks provide good information to help in teaching

cardinal directions. Throughout the discussions, the teacher

should model statements using the TODAL strategy so students

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 4 of 18  

those citizens who control our government.

5. Students stand and “act out” the directions on a map, pointing up for north, downfor south, right for east, and left for west. Assist students in applying the

knowledge to 2-dimensional map.

recognize required parts of a map and learn about geographic

concepts:

T – Title (of the map)

O – Orientation (where north is)

D – Date (of the map’s creation)

A – Author (of the map)

L – Legend components and Labels

EXPLORE/EXPLAIN – National Public Official Suggested Day 1 (continued) – 5 minutes

1. Display the Teacher Resource: Public Officials Chart. Note the three headings:

COMMUNITY, STATE and NATION. Explain that NATION is a word used in place of

country or the United States of America.

2. Return to the class map of the United States. Locate Washington, D.C on the

large class map.

3. Label Washington, D.C., on the map and put a picture of the White House on the

map along with a picture of the president (use yarn and push pins). Ask students

to use the compass rose to determine the location of Washington D.C. as

compared to Texas (North and East of Texas.) Use the toy car to demonstrate the

path one would take from Washington D.C. to Texas and vice versa.

4. Review prior learning about physical characteristics and help students develop

geography skills by asking questions such as:

Is Washington D.C. located close to any bodies of water? (Yes, it is close

to the Atlantic Ocean.)

5. Say:

The President of the United States lives and works in Washington, D.C.

6. Facilitate a discussion on the role of the President:

Commander-in-Chief of the armed forces which means he is in charge of the

Army, Navy, Marines, Air Force, and National Guard.

Elected leader of the country which means the citizens of the United States

vote for the president. Presidential elections take place every four years.

Signs and enforces laws which meand sfter Congress approves a bill, the

President must sign it to make it a law.

7. Use slides 4 – 7 of the Teacher Resource: PowerPoint: Public Officials to

instruct students about our national leader, the President.

8. Display the Teacher Resource: Public Officials Chart.

9. Continue discussion related to the concepts and topic and fill in the graphic

organizer as the students learn about the role and requirements of the president.

Ask questions such as

What are the requirements of the job? (must be born in the U.S, must be

at least 35 years old, and must have lived in the U.S. for fourteen years)

How do we know if the president is doing a good job? (answers may

vary)

What happens if the president does not do a good job? (not re-elected,

citizens might not have good quality of life)

10. Students turn and talk about the responsibilities of the President of the United

States.

Materials

Picture of the White House

Picture of the president

Yarn/string

Tape or thumb tacks

Attachments:

Teacher Resource: Public Officials Chart

Teacher Resource: PowerPoint: Public Officials

(used throughout the lesson)

Purpose:

The purpose of this section is to learn about public officials,

specifically the President of the United States.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

Find pictures on the internet of the White House

and the president or use the ones from the

PowerPoint related to this lesson.

Have students stand and act out North (up on

map) and East (right on map) to add a kinesthetic

facet to the learning. The Atlantic Ocean is on the

East (right) side of the United States.

How a bill becomes a law:

http://kids.clerk.house.gov/grade-

school/lesson.html?intID=17

A children’s book about the roles andresponsibilities of the president may be read to

reinforce this learning

EXPLORE/EXPLAIN – State Public Official Suggested Day 1 (continued) – 5 minutes

1. Next, introduce the state information, such as:

The top state official is the governor of Texas.

A governor is a person who is the leader of the government of a state.

2. Students locate Austin, the capital of Texas, on the large class map. Again review

prior geographic learning by asking questions such as:

Attachments:

Teacher Resource: Public Officials Chart

Purpose:

The purpose of this section is to learn the location of the state

capital, Austin, and the name of the top state official, the

governor.

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 5 of 18  

Is Austin close to a body of water? (river, lakes, but not a large body of

water - the Gulf of Mexico)

3. Label Austin, on the map and put a picture of the State Capitol on the map, along

with a picture of the governor. Guide students to use the compass rose to

determine the location of Austin, TX. (Southern United States) Ask questions such

as:

Where is Texas in relation to Washington, D.C.? (west and south)

Students stand and act out the relationship of Texas to Washington, D.C.

(point left and say WEST and down and say SOUTH)

4. Students turn and talk to a partner about the responsibilities of the office of

Governor of Texas.

5. Show slides 8-10 from the Teacher Resource: PowerPoint: Public Officials, and

add state information to the graphic organizer.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

EXPLORE – Our community Suggested Day 1 (continued) – 5 minutes

1. Next, teach the community’s information.

2. Use the Teacher Resource: Public Officials Chart and Teacher Resource:

PowerPoint: Public Officials (slides 11-13). After each section, fill in the graphic

organizer as the students learn about the roles of each public official.

3. Students locate the local community on the large class map.

Ask questions such as:

Is it close to a body of water? (answers vary)

4. Label the local community on the map and put a picture of the city hall on the map

along with a picture of the mayor of your community. Guide students to use the

compass rose to determine the location of the local community in relation to

Austin, TX.

5. Students turn and talk to a partner about the responsibilities of the mayor of the

community. Use words/questions such as

What are the duties of the mayor? (oversees local government)

How do you know if the mayor is doing a good job? (the local government

runs smoothly, and the people of the community have access to public works,

such as water, sewer, trash, transportation, etc.)

What happens if the mayor does not do a good job? (local government

does not run smoothly, tasks are not accomplished for the good of the citizens,

the local community does not thrive)

Attachments:

Teacher Resource: PowerPoint: Public

Officials

Teacher Resource: Public Officials Chart

Purpose:

Learn the location of the local community and the name of the

local public official.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

Make sure to insert pictures of local mayor and

city hall prior to lesson.

EXPLAIN Suggested Day 1 (continued) – 5 minutes

1. Facilitate a discussion using the Key Understandings and Guiding Questions:

—    What is government?

—    Who are the leaders of local government, state government, and national

government?

—    What are the jobs of government leaders?

—    How do leaders get their jobs?

—    How do leaders influence the community?

2. Students turn and talk about all three jobs (city mayor, the governor, and the

President) and then participate in a vote to determine which job they think as a

class would be the most difficult or which job they would most want to have.

ENGAGE – Who Am I? Suggested Day 2 – 5 minutes

1. Review the graphic organizer and map with information regarding public officials

by having students take turns reading descriptions of public officials. (If desired,

use the Teacher Resource: Who Am I? Samples and/or Handout: Roles and

Responsibilities.)

2. Students confirm his/her role with information from the graphic organizer.

Materials:

Graphic organizer from Day 1

Attachments:

Teacher Resource: Who Am I? Samples

Handout: Roles and Responsibilities (optional)

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 6 of 18  

Instructional Note

If desired, use the Handout: Roles and Responsibilities.

EXPLORE – Historical figures Suggested Day 2 (continued) – 20 minutes

1. Introduce the idea of influential leaders from the local community. Explain that

there have been many people who lived in the past and influenced the community,

state, and nation today. Explain that the class is going to explore people from the

past that have influenced our community, the state of Texas, and the United

States. We will also study the roles they played in developing the community, state

of Texas, and our nation.

2. Introduce a local good citizen and leader - perhaps a person that the community

or school was named after (or street or building, etc.). Also provide an important

fact about that person. Display a photograph and information about this person,

perhaps written on chart paper or in a PowerPoint. (Include, for example,

information on why the street or building was named after him/her.)

3. Introduce Sam Houston and give details of his influence on the development of

the State of Texas. Read a picture book about Sam Houston and/or say:

Sam Houston moved from Tennessee to Texas. At that time, Texas was

part of Mexico. Sam Houston was one of the elected officials who

thought that Texas should become independent and not belong to

Mexico any longer. He was soon in charge of the Texas Army.

Sam Houston led a famous battle, the Battle of San Jacinto. During this

battle, Mexico was defeated. San Jacinto Day is celebrated on April

21st as the end of the Texas Revolution when General Santa Anna was

defeated.

Sam Houston was elected President of the Republic of Texas. Later,

when Texas became a state, he was a Senator to the U.S. Congress,

and he was later elected Governor of Texas. Sam Houston was a state

public official.

4. Students have learned (in previous lessons and courses) about Abraham Lincoln

as a good citizen who believed in truthfulness, justice, and equality. Reintroduce

Abraham Lincoln in this lesson by giving details of his influence during the Civil

War on the development of the United States as we know it today.

We have learned about Abraham Lincoln in previous lessons. We

learned that Lincoln was a good citizen. He was truthful and believed

that all people were created equal.

Abraham Lincoln was born in Illinois. His family was poor, but he taught

himself a great many things by reading books he borrowed. When he

grew older he became a lawyer and eventually was elected to the

United Stated Congress.

Abraham Lincoln was elected President of the United States. He was a

public official. When he was elected, there was a big disagreement in

our country. The people from the southern states wanted to own

slaves. The people from the northern states thought slavery was

wrong. The country fought a war over this disagreement. The war was

called the Civil War. Abraham Lincoln worked very hard as president to

bring the country together after the war was over. Slavery was

abolished in the United States.

5. Read a picture book about Abraham Lincoln to strengthen students’ knowledge ofhis role as a public official.

Materials:

Picture books on Sam Houston to read aloud

(optional)

Picture books on Abraham Lincoln to read aloud

(optional)

Information about a local good citizen and leader

(perhaps someone after whom a street, building,

park, or other place has been named).

Attachments:

Teacher Resource: Sam Houston

Teacher Resource: Abraham Lincoln

Purpose:

The purpose of this section is to learn about people in the past

who were positive influences on our community, state, and

nation.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

For information on the local good citizen and

influential person, contact the historical society or

local museum, find newspaper archives, or

contact a local elderly person who might be able

to share historical information regarding the

person and his/her contributions to the

community.

Check the Social Studies textbook for information on Lincoln and

Houston. When you are locating information on the historical

figures, focus on gaining information regarding their

American ideals of individualism, inventiveness, and freedom.

One example is Sam Houston’s decision to live with the

Cherokee Indians to learn their language and customs, as well

as his leadership in the war to free Texas from Mexico and

become independent.

EXPLAIN – Graphic Organizer:  Add Houston and Lincoln Suggested Day 2 (continued) – 5 minutes

1. Students work together in groups of 3 or 4 to determine where they could add

Sam Houston and Abraham Lincoln to the Public Officials Graphic Organizer.

2. As students are talking, the teacher circulates around the room listening to

conversations, checking students’ understanding, and redirecting as needed.

3. Students share their thoughts with the whole class. Teacher adds this new

information to the class graphic organizer.

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 7 of 18  

EXPLORE – Locate places on maps Suggested Day

1. Distribute an outline map of the United States to each student (Handout: Map of

the United States). Allow time for students to examine maps.

2. Review geography skills using activities such as:

Locate where Sam Houston is from on the large class map. Sam Houston is

from on the large class map. He is from Virginia. (Model location of Virginia and

help students outline or color Virginia on their map.) He also lived in

Tennessee. (Model location of Tennessee and help students outline or color

Tennessee on their map.)

Students draw a route from Virginia to Tennessee to Texas and describe each

step using cardinal directions.

Describe the location of Austin in relation to the local community, to Virginia,

and to Tennessee.

Use the toy car to visually demonstrate what it would look like to go from Austin

to Virginia, from Virginia to Tennessee, and vice versa.

3. Continue reviewing geography skills by asking questions and leading activities.

Are Tennessee and Virginia close to a body of water? (Tennessee, no.

Virginia, yes)

What direction did Houston travel to get to Texas? (Southwest)

Where is Texas in relation to Virginia and Tennessee? (Texas is south

and west of Virginia and Tennessee.)

4. Repeat the process for Abraham Lincoln moving from Kentucky to Illinois.

Is Kentucky close to a body of water? Is Illinois? (Yes, Lake Michigan –fresh water, not an ocean – and Mississippi River).When Lincoln was elected president, he traveled by train from Illinois

to Washington, D.C. What direction did he travel to get to Washington,

D.C.?

5. Repeat process for the person in the local community on whom you are focusing.

(School/town namesake or other).

Attachments:

•     Handout: Map of the United States

Purpose:

The purpose of this section is to use map skills to follow Sam

Houston’s journey to Texas and Abraham Lincoln’s journey to

Illinois.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

Use push pins and string to label Virginia, Tennessee, Kentucky,

and Illinois. Model TODAL statements as you proceed. Also,

have students “act out” either physically or by tracing directions

on a personal map of the United States.

EXPLAIN – Identify states on maps Suggested Day 3 (continued) – 10 minutes

1. Post the large cut out shapes of Texas, Tennessee, Virginia, Kentucky, and Illinois

so students can see the shapes of the states.

2. Students work in groups of 4 or fewer to identify the states using the wall map and

posted state shapes.

3. Students color the states on their small maps and then complete the legend,

indicating the color used for each state. They also add the directions to the

compass rose.

Materials

Cut-out shapes of Texas, Tennessee, Virginia,

Kentucky, and Illinois

Handout: Map of the United States used above

Purpose:

Use map skills to locate and identify the states.

TEKS: 1.11A, 1.11B, 1.12A, 1.18A, 1.18B

Instructional Note:

Demonstrate this using one state shape to ensure students

success completing this task.

ENGAGE – Review prior learning Suggested Day 4 – 5 minutes

1. Facilitate a discussion using the Key Understandings and Guiding Questions:

— What roles did Sam Houston and Abraham Lincoln play in their communities?

— How did Sam Houston influence the state of Texas?

— How did Abraham Lincoln influence the United States?

— How did these historical figures act as good citizens?

EVALUATE – Determine mastery Suggested Day 4 (cont’d) – 25 minutes

Grade 01 Social Studies Unit 05 PI 03

Draw a picture that illustrates the role of a local or state official. Orally describe the role of the

public official in a sentence.

Standard(s): 1.12A , 1.12B , 1.18A , 1.18B

ELPS ELPS.c.3H

Materials:

Paper, white drawing paper

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 8 of 18  

Grade 1

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/17/13 page 9 of 18  

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 07/01/12 page 1 of 1

North America Map

(2013). Free Blank Outline Map of North America [Print Photo]. Retrieved from http://geography.about.com/library/blank/blxnamerica.htm

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2013, TESCCC 05/16/13 page 1 of 2

Public Officials Chart

Public Officials

Community Mayor State

Governor Nation

President

Gov. Rick Perry

Figure 1

Pres. Barack Obama

Figure 1

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2013, TESCCC 05/16/13 page 2 of 2

Image source: Maps: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/ Figure 1: Skidmore, G. (Photographer). (2012). Rick perry. [Print Photo]. Retrieved from

http://en.wikipedia.org/wiki/File:Rick_Perry_by_Gage_Skidmore_8.jpg

Figure 2: Souza, P. (Photographer). (2009). Offical portrait of president - elect barack obama. [Print Photo]. Retrieved from

http://commons.wikimedia.org/wiki/File:FEMA_-_39841_-_Official_portrait_of_President-elect_Barack_Obama_on_Jan._13.jpg

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/30/2013 page 1 of 1

Who Am I? Examples

I make sure that the people in my community follow not only the laws

and rules of our community but also the laws for the State of Texas

and the United States. I work at City Hall. I’m the

_____________________.

My job is to be the leader of the United States of America. I was

elected to make sure all people follow every law and rule in the United

States. I work in Washington, D.C., in the White House. I’m the

_________________________.

I am the leader of Texas. I was elected to make sure the people of

Texas follow the rules and laws of Texas and the United States. I work

in Austin, Texas, at the State Capitol. I’m the

_____________________________.

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/30/13 page 1 of 2

Roles and Responsibilities

Mayor’s Roles and Responsibilities

The leader of a particular city or town that makes sure the rules and laws of the city, state, and United States are being followed.

Governor’s Roles and Responsibilities

A person elected to govern a state. The governor works with the state legislature to make and enforce rules and regulations for the state. State laws are in line with the state constitution and the United States constitution.

President’s Roles and Responsibilities

The person in charge of all the people in the United States of America. His role is to run the country according to the rules and laws that the U.S.A. adopted under the original ideals written in the U.S. Constitution. The President works with Congress to make and enforce laws for the country.

Mayor’s Office

Governor’s Office

Figure 1

President’s Office

Figure 2

Austin, Texas

Washington, D.C.

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/30/13 page 2 of 2

Figure 1: Mayer, D. (Photographer). (2006). Image of austin, texas. [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/b/b6/Texas_State_Capitol_building-front_oblique_view.JPG

Figure 2: (2008). The white house. (2008). [Print Photo]. Retrieved from http://commons.wikimedia.org/wiki/File:White_House_06.02.08.jpg

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/15/13 page 1 of 1

United States Map

Legend Texas

Virginia

Tennessee

Kentucky

Illinois (2013). Free Blank Outline Maps of the United States [Web Map]. Retrieved from http://geography.about.com/library/blank/blxusa.htm

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/30/13 page 1 of 1

Sam Houston (1793-1863)

Sam Houston provided leadership for more than 25 years in Texas, commanding the army and serving as President of the Republic, U.S. Senator, and then Governor. Houston was born in Virginia and moved to Tennessee. He served in the U.S. Congress as a Representative for Tennessee. In 1827 Houston was elected Governor of Tennessee. In 1832 he moved to Texas. Houston was part of the committee that drafted a constitution and declared independence from Mexico. In 1836, when Texas declared its independence from Mexico and won the Texas Revolution, Houston was the Commander-In-Chief of the Texas armed forces. When Texas became an independent country, Houston was elected President of the Republic of Texas. In 1845 when Texas joined the United States and became a state in the United States of America, Houston was elected to be a Senator from Texas to the U.S. Congress. In 1859 Sam Houston was elected Governor of Texas. He is the only person to serve as governor of two states.

(2009). Sam houston . (2009). [Print Graphic]. Retrieved from http://en.wikipedia.org/wiki/File:SHouston_2.jpg Biography courtesy of the Social Studies Center [defunct]. (2000). Biographies. Austin: Texas Education Agency.

Grade 1 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/30/13 page 1 of 1

Abraham Lincoln (1809-1865) Abraham Lincoln served as President of the United States during the Civil War but was assassinated before he could implement post-war plans.

Lincoln was born in Kentucky and moved to Illinois. He served in the Illinois State Legislature beginning in 1834.

He was elected to the U.S. Congress as a Representative from Illinois.

In 1860 he was elected the sixteenth President of the United States and was re-elected in 1864. He was President during the Civil War and was assassinated in 1865. He is known for many things. He is best known for his Gettysburg Address, delivered in November 1863 at the dedication of the National Cemetery at the Civil War battlefield. This speech called for national unity despite obstacles. Another thing he is well known for is the Emancipation Proclamation, which began the process of freeing slaves in the Confederate States. His most lasting influence remains the Thirteenth Amendment, which outlawed slavery throughout the United States.

His likeness is one of four Presidents carved into the monument at Mount Rushmore, South Dakota. Presidents’ Day, a federal holiday, occurs on the third Monday in February, near his birthday, February 12.

Gardner, A. (Photographer). (1863). Abraham lincoln. [Print Drawing]. Retrieved from http://en.wikipedia.org/wiki/File:Abraham_Lincoln_November_1863.jpg

Biography courtesy of the Social Studies Center [defunct]. (2000). Biographies. Austin: Texas Education Agency.