Texas Citizenship Lesson Plans

Texas Citizenship Lesson Plans

Citizenship

Texas Citizenship

Juneteenth

Slavery

Emancipation

Texas Independence

For this Social Studies lesson, I decided to focus on the history of Texas and two of its significant celebrations. Throughout these three lesson plans, students will learn the purpose behind the Texas Pledge, the significance of Texas Independence Day, and the reason why Juneteenth became a state holiday. In addition, necessary information is included so students fully understand the meaning behind these celebrations that contribute to Texas history. During these lessons, plenty of writing opportunities were incorporated, along with verbal discussions, that will help the students improve their writing and oral skills. These tasks will help the students share their knowledge and serve as preparation for future tests, such as the STAAR. Lastly, a project was included that will allow students to be creative while demonstrating their understanding of the objectives, which will also be determined in their final assessment.

Alejandra Cardenas

UTRGV College of Education

The University of Texas Rio Grande Valley

UTRGV College of Education

Stephanie Anckle

Cardenas, Alejandra. (2019). Texas Citizenship Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/51

PDF

English

Lesson Plan

LessonPlan-TexasCitizenship-Cardenas

Texas

§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.

1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape

3 Lessons

Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
Lesson objective(s):
• The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag.
o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.”
• Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag.
o “Why do we say the Texas Pledge every morning, every day?”
o “Can anyone think of a reason we say a Pledge to the Texas Flag?”
o “Why do you think that?”
o “Is there a clue or hint that they give us?”
• The teacher will take into consideration the students’ responses.
• Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson.
• Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag.
o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson.
o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States.
• Some questions that the students may ask themselves are:
o “Why do we honor the Texas flag?”
o “Why does Texas have its own Pledge?”
EXPLORATION:
• The teacher will tell the students to take out their Social Studies Journals because they will be writing important information.
• First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge.

(Vandevall, 2019)
• Next, students are to cut out their work and paste it on their Social Studies journal.
• After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag.
o The teacher will go over:
 Texas Pledge:
• “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”
 Texas Flag
 Etc.
• While the teacher goes over each bullet, the students are to write it down in their journals.
• Next, the teacher will address any questions that the students may have.
o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material.
• Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag.
• The teacher will have a bag with the different states/territory they will be learning about.
1. Alabama
2. Arkansas
3. Georgia
4. Guam (Territory)
5. Kentucky
6. Louisiana
7. Michigan
8. Mississippi
9. New Mexico
10. North Carolina
11. Ohio
12. Oklahoma
13. Rhode Island
14. South Carolina
15. South Dakota
16. Tennessee
17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find)
18. Virginia
• The teacher will walk around and have students pick a piece of paper.
o The papers will contain the States/Territory name that they will be learning about.
o Students may work in partners or independently.
• The teacher will explain to students that along with States, the United States has territories as well.
o For example: Puerto Rico, Guam etc.
• Next, students will research the state or territory that they got.
• Students are to write down the following information on their Social Studies Journals.
o Students will write down the lyrics of the Pledge.
o Students will write the year the Pledge was created.
o Students will draw the States Flag.
o Etc.
• The teacher will give students enough time to research their States.
• While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task.
EXPLANATION:
• Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class.
• While each student is presenting, the rest of the students are to write down the information that they present.
o Pledge.
o Flag.
o Year the pledge was created.
o Etc.
• Once each student is done presenting, they are to tape the flag on the board for all students to see.
• After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said.
ELABORATION:
• Vocabulary:
o Pledge
o Allegiance
o Indivisible
o Republic
o Salute
o Loyalty
o Symbols
• This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school.
EVALUATION:
• Exit ticket:
o The teacher will tell the students to take out a sheet of paper.
o Next, students are to write three to four sentences explaining what they learned from the lesson.
o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out.



Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Primary Source Land Application Form
2. Social Studies Journals
3. Pencils
4. “History of the Alamo” YouTube video
5. Document Camera
6. Paper
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may…
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know/remember what the Texas Independence Day.
o “What can you tell me about Texas Independence Day?”
o “What makes Texas Independence Day important?”
o “What did we gain?”
o “What did we lose?”
 The teacher must remember that no answer is the wrong answer.
• Based on what the students say, the teacher and students will have a whole class discussion.
o The teacher may write down some responses on the board.
• Next, the teacher will show the students a YouTube video.
• The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video.
• After the video, the teacher will ask the students what they saw and what they understood.
o This will lead to a class discussion.
• After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.)
o For example:
 The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.”
• The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with.
• An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not.
• Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal.
• Some questions that the students may ask themselves are:
o “What is the significance of Texas Independence Day?”
o “Why do we celebrate it?”
EXPLORATION:
• The teacher will then inform and explain to the students the significance of Texas Independence Day.
• The students are to write this information in their Social Studies journal.
o Information will include:
 Conflicts between Texas and Mexico.
 The year Texas won its Independence
 The residents from Texas at the time of the battle.
 The overall significance of Texas Independence Day.
• When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas.
• The teacher will use the document camera to project the form onto the board for all students to see.

(Chirino, 1838)
• The students may explore the form before the teacher explains the history behind it.
o The students may work in partners or independently.
o Students are to write in their journals what they see and what they notice.
• Once students are done, the teacher will read what the document says.
EXPLANATION:
• Next, the teacher will explain the history behind the form.
o Resident Jose Luis Chirino
o When it was signed.
o Why it was signed.
o Etc.
• After explaining the history, the teacher will ask the students:
o “Based on what we know, what kind of source do you think this is?”
o “Remember that it could either be a primary source or secondary source.”
o “Why do you think that?”
o “How do you know?”
• Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836.
• Next, the teacher will then explain to the students the overall significance of Texas Independence Day.
ELABORATION:
• Vocabulary:
o Independence
o Government
o Assimilation
o Historians
o Texas Constitution
o Primary Source
o Secondary Source
o Conflicts
o Significance
• This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source.
EVALUATION:
• After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence.
o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas.
• The teacher will give each student a white blank sheet of paper.
• The students will then write a letter to whom ever they choose.
• Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper.
o This is to make the paper look antique. (Like the artifact they discussed in class).
• The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher.




Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may complete the quiz independently.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know what Juneteenth is.
o “Good morning/afternoon, class! Does anybody know what Juneteenth is?”
• If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is.
o “What do you think Juneteenth is?”
o “What comes to mind when you hear the word Juneteenth?”
o “Could it be a celebration?”
o “When do you think Juneteenth is celebrated?”
• If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson.
• Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley.
• After the teacher has explained, she/he will show the students a YouTube video about Juneteenth.
• The teacher will tell the students to pay close attention to the video because the teacher will be asking questions.
• After the video, the teacher will ask the students what they learned from the video.
o This will lead to a class discussion.
• After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it.
o What Juneteenth is.
o When Juneteenth is.
o Who celebrates Juneteenth.
o Whys it’s a state holiday.
o Etc.
• The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals.
• Some questions that the students may ask themselves are:
o “How is Juneteenth celebrated?”
o “Why did Juneteenth become a state holiday?”
EXPLORATION:
• Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth.
o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.
 Some cities may be:
• Edinburg
• McAllen
• Sharyland
• Mercedes
• Etc.
o The teacher will make sure no city is repeated.
• The teacher will group the students into groups of four.
o Each student will have a task.
 In each group there will be an:
• Investigator: a student who will surf the web.
• Writer: a student who will write down important information.
• Presenter: a student who will present their research to the class.
• Reflector: a student who will write down what they learned as a group about the research that they did.
o The students are to write down their information in their Social Studies journals.
• While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions.
EXPLANATION:
• Once students are done with their research, they are to present their findings and share them to the class.
• After students are done presenting, the teacher will ask the students which celebration they would like to attend.
• IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth.
ELABORATION:
• The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk.
• The teacher will tape and hang it on the wall for all students to see.
• If desired, at the end of the lesson, the teacher may have a few students read their letter to the class.
• Vocabulary
o June
o Texas
o Abraham Lincoln
o Emancipation Proclamation
o Emancipation
o Plantations
o Freedom
o Slavery
o Rights
o Enforce
o Liberty
• This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday.
EVALUATION:
• The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons.
• The questions from the quiz are as follows:
1. Which of the following lyrics are found in the Texas Pledge?
a. “…and with confidence in her future under the guidance of Almighty God.”
b. “…confident that justice shall prevail for all of those abiding here.”
c. “…one state under God, one and indivisible.”
d. “…where equal opportunity and justice to all is our ideal.”
2. How long did the Battle of the Alamo last?
a. 14 days
b. 3 days
c. 10 days
d. 13 days
3. Give an example of a secondary source.
4. How many Stars are on the Texas Flag?
a. 50 Stars
b. 1 Star
c. 13 Stars
d. 52 Stars
5. List some conflicts between Texas and Mexico.
6. Which of the following is an example of a primary source?
a. Archives
b. Encyclopedias
c. Bibliographies
d. Magazines
7. What do you think would happen if Texas never won its Independence?
8. When is Juneteenth celebrated?
a. June 16th
b. June 19th
c. July 16th
d. July 19th
9. When did Texas win its Independence
a. July 4, 1821
b. January 1, 1836
c. April 21, 1836
d. December 29, 1845
10. Why do we celebrate Juneteenth?
Teacher Answer Key
1. C
2. D
3. Articles AFTER the event, bibliographies, encyclopedias
4. B
5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc.
6. A
7. Any answer is correct.
8. B
9. C
10. To celebrate the ending of slavery. The enslaved were now free.
• The teacher will give out a quiz to each student.
• If needed, the teacher may read the question and answer ONLY to the students.
• Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done.
• The teacher will pick up the quizzes to grade them.
o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally.
• After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson.
o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc.