Unit: Remember the Alamo – 4th grade

UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
1. Students will be able to construct a class timeline of events that surround the Battle of the Alamo using information from an introductory video, readings, and class discussion. §113.15. Social Studies, Grade 4
(a) Introduction.
(1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of North America.
(b) Knowledge and skills.
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
(A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions
II, Time, Continuity, & Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
b. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships;
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
Synthesis
Analysis
Application
Comprehension
Knowledge
Factual
Conceptual
Procedural

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
2. Students will be able to summarize contributions made by important persons involved in the Battle of the Alamo by writing a paragraph based on small group research. (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;
(21) 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:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(D) identify different points of view about an issue, topic, historical event, or current event
II, Time, Continuity, & ChangeSocial studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
b. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships;
c. compare and contrast different stories or accounts about past events, people, places, or situations, iden-tifying how they contribute to our understanding of the past;
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
Comprehension
Knowledge
Factual
Conceptual
  §126.3. Technology Applications, Grades 3-5.
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and
(B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
     

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
3.  Students will be able to analyze how certain events during the Texas Revolution, including Battle of Bexar, contributed to the Battle of the Alamo by completing a graphic organizer. (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
(A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;
(21) 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:
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
§126.3. Technology Applications, Grades 3-5.
(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
(A) select representative products to be collected and stored in an electronic evaluation tool;
(B) evaluate the product for relevance to the assignment or task
II, Time, Continuity, & ChangeSocial studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
b. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago;
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
Analysis
Application
Comprehension
Knowledge
Factual
Conceptual

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
4.  Students will be able to classify and compare significant events, motivations of both factions, and motivations of non-Texians to fight
for the Texians in the Battle of the Alamo by using a graphic organizer based on
in-depth research.
(21) 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:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can b. give examples of how experiences may be interpreted differently by people from diverse cultural per-spectives and frames of reference;
II, Time, Continuity, & ChangeSocial studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
a. demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views;
c. compare and contrast different stories or accounts about past events, people, places, or situations, iden-tifying how they contribute to our understanding of the past;
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;
Analysis
Application
Comprehension
Knowledge
Factual
Conceptual
Procedural
Meta-Cognitive

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
5. Students will be able to evaluate the motivations of both factions in the conflict between the Texians/Tejanos, and Mexicans by backing one side or the other and defending their position with supporting factual evidence by submitting a group written statement of position. (19)Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences within and among selected Culture.
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Tex
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
§126.3. Technology Applications, Grades 3-5.
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can b. give examples of how experiences may be interpreted differently by people from diverse cultural per-spectives and frames of referenceI. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can b. give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
NETS: 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including  at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Factual
Conceptual
Procedural
Meta-Cognitive
    3. Research and Information Fluency – Students apply digital tools to gather, evaluate,  and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
   

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
6.  Students will be able to create presentations about which side should have won the Battle of the Alamo through the use of various Web 2.0 technologies or other presentation modes. (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.
(21) 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:
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
§126.3. Technology Applications, Grades 3-5.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
IV. Individual Development & Identity
Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:
b. describe personal connections to place—especially place as associated with immediate surroundings;
g. analyze a particular event to identify reasons individuals might respond to it in different ways;
h. work independently and cooperatively to accomplish goals.
NETS: 1. Creativity and Innovation
Students demonstrate creative hinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
(Create)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Factual
Conceptual
Procedural
Meta-Cognitive

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UNIT: REMEMBER THE ALAMO      Time Frame: 4 – 6 Weeks
Course Social Studies Grade Level 4
Tyna Kiefer
UNIT OBJECTIVE TEKS STANDARD NATIONAL STANDARD BLOOM DOMAIN KNOWLEDGE DIMENSION
7. Students will be able to evaluate the significance of the Battle of the Alamo in the fight for Texas’ independence by submitting written reflections through the online class portal. (21) 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:
(D) identify different points of view about an issue, topic, historical event, or current
§126.3. Technology Applications, Grades 3-5.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video
II. Time, Continuity, & Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
f. use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues.
IV. Individual Development & Identity
Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:
g. analyze a particular event to identify reasons individuals might respond to it in different ways;
h. work independently and cooperatively to accomplish goals.
NETS: 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Conceptual
Procedural
Meta-Cognitive
         
Brief Summary of the Unit
         
Rationale
Teaching students about past events, especially pertaining to their personal culture and history has many important benefits. Texas history, in particular, offers children native to Texas a deeper understanding of where they come. It offers identity and background; it improves judgment and decision making. The Battle of the Alamo and the surrounding events, offer examples of pride and citizenship, and discussed the sacrifices made for freedom and beliefs specific to Texas. Likewise, teaching history reminds students of the consequences of past actions, how to avoid mistakes and when to fight for what is right. More importantly, learning about history offers a unique understanding of ourselves and how to grow from that understanding.
         
Overview
In this unit, students will use exploratory methods to research and discuss the Battle of the Alamo and the events surrounding it in a group setting. They will design a chronological timeline of the events surrounding the Battle of the Alamo and identify the important persons involved and their contributions using Web 2.0 technologies. Students will analyze and compare the motivations of both factions in the conflict between the Texians and Mexicans, evaluate  the arguments of the two sides, and then defend their own position with supporting factual evidence in a modified debate and share/discuss that information via the classroom wiki. Finally, students will be able to apply critical research skills to investigate their topics, work collaboratively in small groups to: evaluate the project; write on the significance of the outcomes; respond to a ʺwhat ifʺ prompt, all with the use of Web 2.0 technologies (i.e. GoogleDocs, Bubbl.us, WordPress, Smart board, etc.), then submit and share via the classroom Wiki.

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