Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
Grade 03 Social Studies Unit 06 Exemplar Lesson 01: Our Local Heroes
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 implementing CSCOPE 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
Students learn the characteristics, beliefs, actions and deeds that classify people as a heroes. By focusing on armed
services as well as local community heroes, students learn characteristics of good citizenship. Students consider
examples of community changes that have resulted from individual or group decisions. The lesson includes examples of
civic organizations and explains how volunteers serve the common good. In addition, this lesson includes stories and
poems of writers and artists as heroes.
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.
3.11
Citizenship. The student understands characteristics of good citizenship as exemplified by
historical and contemporary figures. The student is expected to:
3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality,
respect for oneself and others, responsibility in daily life, and participation in
government by educating oneself about the issues, respectfully holding public officials
to their word, and voting.
3.12
Citizenship. The student understands the impact of individual and group decisions on
communities in a constitutional republic. The student is expected to:
3.12A Give examples of community changes that result from individual or group decisions.
3.12B Identify examples of actions individuals and groups can take to improve the community.
3.12C Identify examples of nonprofit and/or civic organizations such as the Red Cross and
explain how they serve the common good.
3.14
Culture. The student understands the role of heroes in shaping the culture of communities,
the state, and the nation. The student is expected to:
3.14B Identify and analyze the heroic deeds of individuals, including military and first
responders such as the Four Chaplains.
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.
3.15B Explain the significance of various individual writers and artists such as Carmen Lomas
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and
paintings and other examples of cultural heritage to various communities.
Social Studies Skills TEKS
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:
3.17A Research information, including historical and current events, and geographic data,
about the community and world, using a variety of valid print, oral, visual, and Internet
resources.
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.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Social Studies Unit 06 PI 01
Create a multi-media biography of a local person who you consider a hero. Include biographical information and an analysis of the
person’s beliefs, actions and deeds that support their classification as a hero. Standard(s): 3.14B , 3.17A , 3.17C
ELPS ELPS.c.5F
Key Understandings
People who show great courage are admired as heroes for their achievements and noble qualities.
— What is courage?
— How do people show great courage?
— How might good citizens display great courage?
Vocabulary of Instruction
hero
courage
noble
convictions
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.
Handout: Government Chart Executive Branch
Teacher Resource: Armed Service Songs
Teacher Resource: The Four Chaplains
Handout: Questions After Reading “The Four Chaplains”
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Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
Handout: Chart of a Community Hero
Resources
Research local library, chamber of commerce and Internet to find people who have been heroes for your local
community, past and present.
Advance Preparation
1. Become familiar with content and procedures for the lesson.
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.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
Review and become familiar with the levels of government that hire people to serve and protect citizens.
Read and become familiar with Four Chaplains story.
Research local community heroes that students may not know about.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Heroes Who Protect Us
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 - 20 minutes
1. Display the Teacher Resource: Government Chart Executive
Branch
Materials
2. Students study the Government Chart Executive Branch. Teacher
guides their study by asking questions such as:
Do you know who serves and protects our local
community? (police, sheriff’s department) And who is their
boss? (the city, the mayor, the chief of police)
Who serves and protects our state? (Department of Public
Safety) Who is their boss? (The Governor of the State)
And who serves and protects our nation? (The armed
services such as the Army, Navy, Marines, Air Force, Coast
Guard, Reserves, National Guard) Who is their boss or
Commander in Chief? (the President of the United States)
Air Force song
Marine Corps song
Navy song
Army song
Pictures of soldiers in uniform
Attachments:
Teacher Resource: Government
Chart Executive Branch (1 for
display or 1 per student)
Teacher Resource: Armed Service
Songs
TEKS: 3.11A; 3.14B
3. Students continue to observe and study the Government Executive
Instructional Note:
Branch chart to comprehend how they work together. Students ask
questions.
Provide pictures of soldiers in uniform
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Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
4. Encourage students to think about and discuss the lives of the
people who choose to work in the protective services. Encourage
students to develop ideas such as:
Our men and women who serve do so because they
believe in “doing the right thing.”
People choose to protect our community, our state and
our nation every day.
People who protect us and our property are heroes.
Most of the people who protect us wear uniforms.
and words to the songs from the
branches of the armed services as the
songs play. (Found easily on the
Internet using search terms “armed
services uniforms”)
5. Students think about some heroes on our national level as they
see the armed services uniforms and listen to their songs. (See the
Teacher Resource: Armed Service Songs)
EXPLORE - Who is a Hero?
Suggested Day 1 (continued) - 15 minutes
1. Encourage students to discuss bravery and courage. Encourage
students to mention the characteristics of good citizenship studied:
truthfulness, justice, equality, respect for self and others,
responsibility in daily life, participation in government by:
Attachments:
educating oneself about the issues
respectfully holding public officials to their word
voting
2. Continue the discussion with more questions such as:
What might make someone a hero?
Do you know someone who is a hero?
Do you think heroes are real people?
Teacher Resource: The Four
Chaplains
TEKS: 3.11A; 3.14B
Instructional Note:
Post characteristics of a good citizen and a hero:
truthfulness
justice
equality,
respect for self and others,
responsibility in daily life,
participation in government
3. Read aloud the story of the “Four Chaplains,” a true story that
happened during World War II in the year 1943. (see the Teacher
Resource: The Four Chaplains.)
EXPLAIN – The Four Chaplains
Suggested Day 1 (continued) - 15 minutes
1. Students form small groups to discuss their reaction to the story.
Attachments:
2. Provide each group with a copy of the Handout: Questions after
Reading “The Four Chaplains”.
Handout: Questions after Reading
“The Four Chaplains”
What was the main idea that you learned from the story? TEKS: 3.12A; 3.14B
What caused the tragedy? What was the effect?
What questions come to mind as you think about the four
chaplains?
What do you wonder about?
If you were going to explain this to someone, how would
you?
Were the men famous at the time? Do heroes always
have to be someone famous?
What is your opinion of the Four Chaplains? Do you think
they made a group decision to do the right thing that
day?
EXPLORE
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 2 - 10 minutes
page 4 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
1. Students discuss who to call upon in an emergency in the
community.
2. Encourage students to realize that police, fire fighters and
Emergency Medical Teams (EMT), or first responders are people
who live in the community. Discuss with students such things as:
First responders are heroes because they are people
with great courage who sometimes save lives.
First responders often work to teach us safety so we
won’t have an emergency.
First responders teach us to do what is right every day
so we won’t get into danger such as traffic accidents or
fires.
Materials:
newspaper articles that focus on
community heroes
TEKS: 3.12A, 3.12B; 3.17A
Instructional Note:
Bravery and courage does not mean
putting yourself in harm’s way, but
facing fears and acting in ways that
benefit others and exemplify beliefs.
3. Students consider and discuss how fire safety and emergency
training education helps to improve the community.
4. Read an article about a local hero from the newspaper.
EXPLAIN – Group Decisions
Suggested Day 2 (continued) - 10 minutes
1. Teacher reads aloud a book, story, or poem about police and fire
fighters, or other community heroes.
Materials:
2. Initiate a discussion about how our community pays policemen and
fire fighters.
3. Encourage students to think about how our community decides
how much to pay fire fighters and police.
book, story, or poem about police, fire
fighters, or other community heroes
TEKS: 3.12A, 3.12B; 3.15A, 3.15B
EXPLORE – Volunteerism Helps the Community
Suggested Day 2 (continued) - 5 minutes
1. Explain to students about volunteer fire departments. Talk about
things such as: in small communities or out in the country, fire
fighters are volunteers and do not get paid to fight fires; people
volunteer to help. They also receive training.
TEKS: 3.12C
2. Ask probing questions such as:
Do you know a volunteer fire fighter?
Do they only volunteer if there is a fire?
What about tornado watchers?
3. Ask students if they know of any groups in the community who
would volunteer to help people if there were a tragedy such as a
fire, flood or a tornado.
4. Help students develop an understanding of volunteerism. Explain
such things as:
Volunteer groups of people do not get paid to do what
they do.
Volunteers believe in helping for the good of the
community. We all share responsibility toward all citizens
in our community for the common good.
Volunteers offer a variety of things to our community.
Sometimes they build homes, or give shelter to people
who have trouble in their families, or give food to people
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
who are hungry.
Volunteers save our community government money
since they work for free and a person does not have to
be paid to do the work that the volunteers get
accomplished.
EXPLAIN – Authors and Artists Who Focus on Heroes.
Suggested Day 2 (continued) - 15 minutes
1. Introduce authors and artists who focus stories or art work on their
heroes.
Materials:
2. Time permitting, read a chapter from a book by Laura Ingalls
Wilder where a local neighbor or citizen performs a heroic act to
help others.
books
examples of artwork
3. Add appropriate books to the classroom bookshelves so students
can access them.
ELABORATE – Stories of Real Heroes
Suggested Day 2 (continued) - 10 minutes
1. Students think about real people who are heroes or people they
admire for the good deeds they do.
Materials:
plain paper
2. Students draw a picture of their real hero and write a short story
map pencils
about their good deed of their hero, writing at least three complete
sentences (using correct grammar and punctuation) about the real TEKS: 3.11A, 3.11B; 3.14B
hero they admire.
Instructional Notes:
Teacher can bind these stories into a
book about real community heroes.
EXPLORE – Community Heroes
Suggested Day 3 - 25 minutes
1. Continue the learning about community heroes, this time focusing
on people who contribute to the community by performing jobs
important to the community, such as postal workers, teachers,
nurses, firemen, etc. (Other examples of community workers can
be used to do the comparison for this lesson.)
TEKS: 3.11A
2. Invite a retired postal worker, a retired school teacher or other
community workers to come and speak to the group about their
job. Have the students take notes on what the speakers tell them. If
speakers are not possible, find video clips or books to explain the
job of each.
Instructional Note
Policemen
Nurses
Doctors
Electric Company Service people
etc.
3. Divide the class in half. Give half of the groups the assignment of
postal worker, and half the class the assignment of teacher.
4. Students write what they know about the jobs postal workers and
teachers perform.
EXPLAIN - Comparing and Contrasting
Suggested Day 3 (continued) - 25 minutes
1. Working as a group, students create a list of all the tasks each
TEKS: 3.11A; 3.12A; 3.17A
community worker performs at their job. (The lists may be added to
by researching on the Internet, conducting interviews, or
researching books and newspapers.)
2. Students include a focus on characteristics of good citizenship by
the teacher and postal worker such as showing equality and
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Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
respect for others.
3. Students compare lists to see if they remembered everything from
the speakers.
4. Pair students with a student from the other group.
5. Students share lists to see what is similar and what is different
about the job of a postal worker and the job of a teacher.
6. Students fill out a Venn Diagram comparing the two community
worker jobs.
EXPLORE – More Community Heroes
Suggested Day 4 - 20 minutes
1. Begin the day by discussing any other local heroes the students
Materials
know. Discuss if heroic or brave people have to be famous.
Books or stories about people who are
Can brave people or heroes be ordinary people in our
heroes
community?
Books about medical workers (doctor, a
2. Invite students to name other people who live in the community
nurse, ambulance driver)
who have shown courage or bravery.
What was their good deed? (encourage many answers
and keep a list of names and deeds)
TEKS: 3.12B
3. Students think about persons around the community and school
who are heroes. They think about certain roles or jobs and the
people who do kind things for us every day.
4. Read a book about a doctor, a nurse, an ambulance driver, or
other community workers.
EXPLAIN – Who Are Your Heroes?
Suggested Day 4 (continued) - 15 minutes
1. Facilitate a class discussion on heroes asking probing questions
such as:
What makes a hero?
TEKS: 3.11A, 3.11B; 3.14B
Do you know a hero?
Can children ever be heroes?
2. Make a class list of heroes. These can be written on stars or in
some way show that they are heroes.
ELABORATE - My Hero
Suggested Day 4 (continued) - 15 minutes
1. Students select a person they view as a hero.
Attachments:
2. Each student creates a report about a hero who lives in the
community.
3. Display the Teacher Resource: Chart of a Community Hero
4. Students begin by choosing a local person who is a hero, then fill
out the chart about them.
5. Students locate a picture of their hero if possible (or draw one) and
add a caption.
6. Students write a poem about their hero.
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Teacher Resource: Chart of a
Community Hero
TEKS: 3.11A, 3.11B; 3.14B
Instructional Note
A group or class poem could be
created.
An acrostic or alphabet poem can be a
simple way to structure a poem. The
first letter of each line forms a pattern,
such as the person’s name or a section
of the alphabet:
page 7 of 15 Grade 3
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 5 days
A
B
C
L
M
N
O
EVALUATE
Grade 3 Social Studies Unit06 PI01
Create a multi-media biography of a local person who you consider a hero.
Include biographical information and an analysis of the person’s beliefs,
actions and deeds that support their classification as a hero.
Standard(s): 3.14B , 3.17A , 3.17C
ELPS ELPS.c.5F
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 5 - 50 minutes
TEKS: 3.14B; 3.17A, 3.17C
Instructional Note
A multi-media biography would contain more than
one medium of communication: written, oral, visual,
recording, musical, dance, PowerPoint, artifact,
verbal, etc.
page 8 of 15 Grade 3
Social Studies
Unit: 06 Lesson: 01
Government Chart – Executive Branch
The Executive Branch governs the people who serve and protect the
citizens at each level of government.
National (Federal)
President/Commander
-in-Chief of the Armed
Services
(Army, Navy, Air Force,
Marines, Coast Guard,
National Guard, Reserves)
State
Governor
Department of Public
Safety
Local
Mayor
Police
©2012, TESCCC
08/01/12
page 1 of 1
Grade 3
Social Studies
Unit: 06 Lesson: 01
Armed Service Songs
U. S. Air Force:
Off we go into the wild blue yonder,
Climbing high into the sun;
Here they come zooming to meet our thunder,
At 'em boys, Give 'er the gun!
Down we dive, spouting our flame from under,
Off with one oh what a roar!
We live in fame or go down in flame.
Hey! Nothing'll stop the U.S. Air Force!
United states air force band. (2012). Retrieved from http://www.usafband.af.mil/recordings/
U. S. Marines:
From the Halls of Montezuma,
To the shores of Tripoli;
We fight our country's battles
In the air, on land, and sea;
First to fight for right and freedom
And to keep our honor clean:
We are proud to claim the title
Of United States Marine.
United states marine band. (2012). Retrieved from
http://www.marineband.usmc.mil/audio_resources/ceremonial_music/index.htm
©2012, TESCCC
04/16/13
page 1 of 2
Grade 3
Social Studies
Unit: 06 Lesson: 01
U. S. Navy:
Anchors Aweigh, my boys
Anchors Aweigh
Farewell to college joys
We sail at break of day, 'ay 'ay 'ay
Thou our last night ashore
Anchors Aweigh
Until we meet once more
Here's wishing you a happy voyage home!
Service songs-ceremonial music. (2012). Retrieved from
http://www.navyband.navy.mil/anthems/service_songs.htm
U.S. Army:
First to fight for the right,
And to build the Nation’s might,
And The Army Goes Rolling Along
Proud of all we have done,
Fighting till the battle’s won,
And the Army Goes Rolling Along.
Refrain:
Then it's Hi! Hi! Hey!
The Army's on its way.
Count off the cadence loud and strong* (Hut, two, three)
For where e’er we go,
You will always know
That The Army Goes Rolling Along.
U.S. army bands music. (n.d.). Retrieved from http://bands.army.mil/music/
©2012, TESCCC
04/16/13
page 2 of 2
Grade 3
Social Studies
Unit: 06 Lesson: 01
The Four Chaplains: A Story of Heroism
During World War II, it was the evening of Feb. 2, 1943, and the ship, the U.S.A.T.
Dorchester was crowded, carrying 902 army soldiers, seamen, and workers across the
ocean to ready for battle. The ship was traveling from Newfoundland toward an
American base in Greenland, in very cold conditions, and under threat of attack by
German submarines.
As the Dorchester was only 150 miles from Greenland, the captain ordered the men to
sleep in their clothing and keep life jackets on. Many soldiers sleeping deep in the ship's
hold did not obey the order because they felt hot or because the life jackets were
uncomfortable.
A German submarine spotted the Dorchester
and gave orders to fire the torpedoes. The
torpedo that hit the Dorchester caused a big
explosion--striking the starboard or right side.
The Captain gave the order to abandon ship
because he knew that the Dorchester would
sink quickly into the ocean’s icy waters.
About 230 people were rescued by other boats. But many people were still aboard the
sinking ship. Some were badly wounded by the torpedo. In the freezing cold and icy
water, they jumped from the ship into lifeboats but soon the boats were too full.




Lt. George L. Fox, Methodist;
Lt. Alexander D. Goode, Jewish;
Lt. John P. Washington, Roman Catholic;
Lt. Clark V. Poling, Dutch Reformed.
Quickly and quietly, the four chaplains spread out among the soldiers. There they tried
to calm the frightened, tend the wounded and guide them to safety."
"Witnesses of that terrible night remember hearing the four chaplains offer prayers for
the dying and encouragement for those who would live," says Wyatt R. Fox, son of
Reverend Fox."
©2013, TESCCC
05/20/13
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Grade 3
Social Studies
Unit: 06 Lesson: 01
One witness, Private William B. Bednar recalls. "I could…hear the chaplains preaching
courage. Their voices were the only thing that kept me going."
"Another sailor, Petty Officer John J. Mahoney, tried to reenter his cabin but Rabbi
Goode stopped him. Mahoney, concerned about the cold Arctic air, explained he had
forgotten his gloves. "Never mind," Goode responded. "I have two pairs." The rabbi then
gave the petty officer his own gloves."
"By this time, most of the men were topside,
and the chaplains opened a storage locker
and began distributing life jackets. It was
then that Engineer Grady Clark witnessed an
astonishing sight. When there were no more
life jackets in the storage room, the
chaplains removed their own life jackets and
gave them to four frightened young men."
"It was the finest thing I have seen or hope
to see this side of heaven," said John Ladd,
another survivor who saw the chaplains'
selfless act."
The chaplains joined arms, said prayers, and
sang hymns as they went down with the
ship.
The four chaplains were heroes as they showed faith, courage, and love toward others.
Their families were awarded the Distinguished Service Cross, the Purple Heart, and a
one-time special award called the Special Medal for Heroism by President Eisenhower.
Americans will always remember and honor the Four Chaplains.
Text and images courtesy of:
Four Chaplains Memorial Foundation. (2007). The saga of the four chaplains. Retrieved from http://www.fourchaplains.org/story.html
©2013, TESCCC
05/20/13
page 2 of 2
Grade 3
Social Studies
Unit: 06 Lesson: 01
Questions after Reading “The Four Chaplains”

What was the main idea that you learned from this story?

What caused the tragedy? What was the effect?

What questions come to mind as you think about the four chaplains?

What do you wonder about?

If you were going to explain this to someone, how would you?

Were the men famous at the time? Do heroes always have to be someone famous?

What is your opinion of the Four Chaplains?
Questions after Reading “The Four Chaplains”

What was the main idea that you learned from this story?

What caused the tragedy? What was the effect?

What questions come to mind as you think about the four chaplains?

What do you wonder about?

If you were going to explain this to someone, how would you?

Were the men famous at the time? Do heroes always have to be someone famous?

What is your opinion of the Four Chaplains?
Questions after Reading “The Four Chaplains”

What was the main idea that you learned from this story?

What caused the tragedy? What was the effect?

What questions come to mind as you think about the four chaplains?

What do you wonder about?

If you were going to explain this to someone, how would you?

Were the men famous at the time? Do heroes always have to be someone famous?

What is your opinion of the Four Chaplains?
©2012, TESCCC
08/01/12
page 1 of 1
Grade 3
Social Studies
Unit: 06 Lesson: 01
Chart of a Community Hero
My name: _____________________________________
My Local Community Hero is: ____________________________________
Where they live
Job
How I know them
What they show they
believe
What they do for the
community or for
others (their actions
and deeds)
Why I consider them
to be a hero
©2012, TESCCC
08/01/12
page 1 of 1