Communities+Past+and+Present


 * __Week 5 & 6:__**


 * Obj. 1** //Read in-depth biographies of outstanding citizens such as Susan B. Anthony, Caesar Chavez, Martin Luther King, Jr., and Eleanor Roosevelt and chart their impact on government decisions.//


 * Day 1**: Watch the following video on United Streaming: [|How Leaders and Events Shape Communities]

The 2 big activities we should do: 1. Predicition - Ask students to make predictions regarding what sorts of things they think they may learn about Dr. King by watching the video. 2. Venn Diagram - compare and contrast the video and the book [|Venn Diagram.pdf]
 * Day 2:** Read book/Watch Story on Martin Luther King, Jr. on Book Flix. [|MLK Book Flix] The lesson plan that correlates to these 2 stories is here:[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://tves3rdgradesocialstudies.wikispaces.com/file/view/MLK+book+flix+Lesson+Plan.pdf"]] [|MLK book flix Lesson Plan.pdf]

Eleanor Roosevelt (set of 5 with audion CD - can do as a center) Ceasar Chavez (this is a set of 6 from the Lit Library - choose one or take them all for a center) What's the Big Idea Ben Franklin? (This is a VERY LONG story, but it comes in a 5 pack and has the audio CD, so it'd work great as a center. Just be sure to SHARE with your paired partner and return asap!).
 * Days 3 - 5**: Read one of the biographies found in the printer closet by Sandy's room. Please return asap so others can share!

You can have the students complete the following chart (in their Social Studies spirals): [|Biography report - government decisions.doc]


 * Objective 2**: //Read in-depth biographies of outstanding citizens such as Jane Adams and Louis Pasteur - report their positive impact on the community.//

Students will need to be able to describe how Louis Pasteur's work impacted communities.
 * Day 1:** Watch the following video (or at least the last 3:06 of the video if you're short on time): [|Louis Pasteur]

If you have more time to kill, the [|Magic School Bus: Inside Ralphie] video explains germs a little more, and so does [|Grossology's Frankenbooger] (GROSS WARNING)

//You Can't Do That, Amelia! A Picture Book of Florence Nightingale Florence Nightingale Clara Barton, Angel of the Battlefield Clara Barton Jane Adams Who is Helen Keller Helen Keller// (by David Adler) //Helen Keller// (by Sean Dolan) //Helen Keller: Courage in the Dark// (Step into Reading) //A Picture Book of Helen Keller//
 * __Additional Books (Can be found in the printer closet__**)

[|Famous Women.ppt]

__**Week 7:**__

//Read in-depth biographies of outstanding citizens who became leaders in our government so they could have a positive impact on our communities - Thomas Jefferson, Jimmy Carter, George Bush, etc//

Here is another biography of Abraham Lincoln. This is a printable with questions to follow! [|Abraham Lincoln.pdf] //Barack Obama Bill Clinton George Washington George W. Bush George W. Bush: Forty-third President George W. Bush// by Wil Mara //John F. Kennedy John F. Kennedy// by Veda Boyd James //Who Was John F. Kennedy? A Picture Book of John F. Kennedy Time for Kids Biographies: John F. Kennedy Who Was Thomas Jefferson? Thomas Jefferson A Picture Book of Thomas Jefferson Thomas Jefferson// by Judy Emerson //Thomas Jefferson: Third President Thomas Jefferson: A Picture Book Biography Thomas Jefferson// by Cheryl Harness //Jimmy Carter: Thirty-ninth President James Earl Carter, Jr. Jimmy Carter//
 * Day 1:** Read book/watch video on Abraham Lincoln on Book Flix. [|Abraham Lincoln Book Flix] The lesson plan that correlates to these two activities is here: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://tves3rdgradesocialstudies.wikispaces.com/file/view/Book+Flix+Abraham+Lincoln+Lesson+Plan.pdf"]] [|Book Flix Abraham Lincoln Lesson Plan.pdf]
 * Days 2 - 5:** Read the following biographies found in the printer closet by Sandy's room. Students can complete the following in their SS spirals: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradesocialstudies.wikispaces.com/file/view/Biography+report+-+leaders.doc"]] [|Biography report - leaders.doc]

Here's a PPT for you to use if you'd like: [|Presidents of the.ppt]


 * __Week 8:__**

//Identify scientists and inventors Luis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology.//


 * Days 1 - 5**

Here's an inventor's ppt: (Coming Soon)

Read the following biographies found in the printer closet by Sandy's room. Here's a report they can complete for each biography: [|Biography report - inventors.doc] Alexander Graham Bell Philio T. Farnsworth Thomas Edison

[|I have who has biographies.doc] [|famous women concentration.pdf]
 * __Week 9:__** Play "I have, who has" game (still in the making - will post soon), and Famous Women Concentration (will post soon) - Games will be prepared for you ahead of time (media services or ProCenter)!
 * __Common Assessment:__**

TEKS: A identify reasons people have formed communities, including a need for security, law, and material well-being B compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present. A identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology; and B identify the impact of new technology in photography, farm equipment, pasteurization, and medical vaccines on communities around the world || A obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources; B sequence and categorize information; C interpret oral, visual, and print material by identifying the main idea, identifying cause and effect, and comparing and contrasting; D use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information; E interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; F use appropriate mathematical skills to interpret social studies information such as maps and graphs. A express ideas orally based on knowledge and experiences; B create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and C use standard grammar, spelling, sentence structure, and punctuation. A 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; and B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. ||
 * **//3.2 History. The student understands common characteristics of communities, past and present. The student is expected to: //**
 * //3.15 Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in communities around the world, past and present. The student is expected to: //**
 * **//3.16 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: //**
 * //3.17 Social studies skills //**//. **The student communicates effectively in written, oral, and visual forms. The student is expected to:** //
 * //<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 10pt;">3.18 Social studies skills //**//<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 10pt;">. **The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:** //