Good Citizenship - Truth

First Grade

Social Studies

Unit: 03 Lesson: 03

Lesson Synopsis:

In this lesson, students examine the good citizen character trait of truth. The example of a good citizen who exhibits truth in this lesson is George Washington. Students can build on information they learned in kindergarten. They investigate truth as exemplified by other real and fictional people.

TEKS:

1.13 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
1.13A / 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.
1.13C / Identify other individuals who exemplify good citizenship.

Social Studies Skills TEKS:

1.18 / 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:
1.18B / Create and interpret visual and written material.
1.19 / Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
1.19B / Use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.
Getting Ready for Instruction
Performance Indicator(s):

Draw a picture for a Good Citizen booklet that illustrates a time when you were truthful. Write a sentence explaining the illustration. 1.13A; 1.13C; 1.18B; 1.19B

Key Understandings and Guiding Questions:

Good citizens do their part to make their community a good place to live.

—How do you define a good citizen?

—What do good citizens do?

Vocabulary of Instruction:

First Grade

Social Studies

Unit: 03 Lesson: 03

community
group
truth
promise
honesty
lie
characteristics
citizen
distant past
past
present

Grade/Course

Social Studies

Unit: Lesson:

Materials:

Grade/Course

Social Studies

Unit: Lesson:

Refer to the Notes for Teacher section for materials.

Grade 1

Social Studies

Unit: 03 Lesson: 03

Attachments:

Grade 1

Social Studies

Unit: 03 Lesson: 03

Teacher Resource: Good CitizenCharacter Trait ChartKEY
Handout: Good CitizenCharacter Trait Chart (1 per student)

Grade 1

Social Studies

Unit: 03 Lesson: 03

Grade 1

Social Studies

Unit: 03 Lesson: 03

Resources and References:

None identified

Advance Preparation:

Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.

Obtain several pictures of George Washington. Include one with a cherry tree.
Gather books about character building, truth, and George Washington.
Identify a local good citizen (past or present) who exhibits the good citizenship character trait of truth. That person may be a local public servant (mayor, sports hero, principal, etc.) and gather information about that person’s life.
Create a large Character Trait Chart. This chart should be large enough for all students to see it during instruction. Use the Handout: Character Trait Chart as a model.(The handout should be copied for each student) Note: If you did not distinguish between Distant Past and Past, the chart may have only 3 columns, or can be expanded to show a Future component, if desired.

Background Information:

Grade 1

Social Studies

Unit: 03 Lesson: 03

Good citizens –believe in 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. They make choices related to those beliefs and act in ways that exemplify their beliefs.

Truth– being honest and doing what is right or taking responsibility for one’s actions (in the event you did something wrong) George Washington was a man of honor and a good citizen. One of the characteristics he exemplified was honesty.

George Washington (1732-1799)– George Washington became the first president of the United States elected under the newly ratified Constitution. He served two terms between 1789 and 1797. A resident of Virginia, he was a surveyor, a planter, a soldier in the French and Indian War, a delegate to the First and Second Continental Congresses, commander-in-chief of the Continental Army during the American Revolution, and the chairman of the Constitutional Convention in 1787. His plantation home was Mount Vernon.

He is known as the “Father of Our Country” and 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 22.

Many towns recognize Washington as a good citizen and name schools, buildings, streets, and towns after him. Additionally, a state has his name.

Story of the Cherry Tree - George Washington (fiction) –The fiction story of George Washington cutting down the cherry tree was actually created and told by Mason Locke Weems (known as Parson Weems) and published in 1800, after his death. The myth is one of many to emphasize Washington’s character, especially honesty. The story holds a place in American identity, representing values America holds dear. The story:

When George Washington was a young boy, he got a hatchet as a present. He used it to chop down one of his father’s cherry trees. George’s father was angry when he found out that someone had chopped down his tree. He asked George about it and George said, “Father, I cannot tell a lie. I chopped down your cherry tree.”

Note: Students learned about George Washington in kindergarten as they studied Presidents’ Day and identified contributions by George Washington as a person who helped to shape our nation. In this lesson they build on what they know of this historical figure by examining George Washington as a good citizen believed in truth acted in ways that exemplified that belief.

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

Grade 1

Social Studies

Unit: 03 Lesson: 03

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Grade 1

Social Studies

Unit: 03 Lesson: 03

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE –Focus attention on George Washington / NOTE: 1 Day = 30 minutes
Suggested Day 1, 5 minutes

Display a picture of George Washington and ask students if they can identify the person in the picture (George Washington). Most students will recognize Washington as our first president. (They have learned about Washington in Kindergarten.)

Ask:

What do you know about George Washington?

Scribe facts students already know on the chalkboard or chart paper. (Return to the list later in the lesson as students gain more information about Washington and add to or change information.)

/ Materials:

picture of George Washington (many are available)
resource materials on George Washington to be available for students to explore independently.
chart paper

Purpose:
The purpose is to introduce George Washington.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
EXPLORE – Introduce George Washington / Suggested Day 1 (continued), 10 minutes

Introduce George Washington by briefly telling his life story (see background information and other resources) or reading a book about George Washington.

Facilitate a brief discussion about factual information about Washington.

Tell the fictional story of George Washington and the cherry tree. If desired, display the painting of the cherry tree story.

Facilitate a brief discussion of the cherry tree story (as an example of good citizenship emphasizing a belief in the importance of truth and choices made to act in ways that exemplify those beliefs).

Students demonstrate their understanding of the story by showing “thumbs up” if the statement reflects an event that happened in the story or “thumbs down” if the statement does not reflect an event that happened in the story.

For example:

George Washington lied about chopping down the cherry tree.
GeorgeWashington blamed the action on someone else.
George Washington told the truth.

Encourage students to explain the meaning of the words honesty and truth in the context of the story of George Washington.

/ Materials:

Book about George Washington
Story about George Washington and the cherry tree
Paintings of the cherry tree story to display

Purpose:
The purpose is to introduce the character traits of truth and honesty in the context of the story of George Washington.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
EXPLAIN –What does honesty/dishonesty look like? / Suggested Day 1 (continued) 8 minutes

To check for understanding of the concepts of truth and honesty, ask “what if” questions.

For example:

What if a little boy took a candy bar without paying for it? Would he be honest or not? What if a little girl found a purse and returned it to the owner? Would she be honest or not? What are the consequences of being dishonest or untruthful?

Allow students time to think independently about what “truth” means to them so they can explain truth in a complete sentence.

Students then turn and talk to describe “truth” in their own words to their partner.

/ Purpose:
The purpose is to help students understand the meaning of being truthful and honest. Behaviors or actions can be identified as being honest or dishonest. Society suffers if citizens are not honest and truthful.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
ELABORATE –Have you ever told a lie? / Suggested Day 1 (continued), 7 minutes

Ask the students if they know a common word that means the opposite of honesty and truth. (Most students will know the word “lie.”)

Ask:

Have you ever told a lie? What does it mean to tell a lie?

Have students turn and talk about a time they told a lie. “Why did you tell the lie? How did you feel after you told the lie?” Allow students to share aloud.

Lead students in discussion about “honesty” and being “truthful” - just like a historical figure, such as George Washington.

The teacher may ask questions such as:

Would you consider George Washington a good citizen? Why or why not? Would you want George Washington to be a member of your school, family, or community? Why or why not? What are other ways to be honest?

Purpose:

To help students to understand, although it is often tempting to lie, it is not appropriate behavior. Being honest and truthful is a characteristic of a good citizen.
Instructional Note:

If students cannot provide a clear description for truth, the teacher can provide additional scenarios about being honest and telling the truth.
Truth – being honest and doing what is right or taking responsibility for your actions in the event you did something wrong.

ENGAGE –George Washington, good citizen / Suggested Day 2, 5 minutes

Engage students by creating groups to role-play George Washington and his father in the cherry tree orchard. Have two students role-play in front of the class.

Ask:

Was George Washington a good citizen? If so, what made him a good citizen?

Students share their ideas.

Ask:

Does George Washington live in today’s world, in the past or distant past? (Distant past) How do you know?(his birth date, the dates in which he lived)

/ Purpose:
The purpose is to use the story of George Washington and the cherry tree to show that telling the truth is the right thing to do, although it is not always the easy thing to do. It is important for students to understand when George Washington lived.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
Instructional Note:
Students should know that George Washington is known for telling the truth; therefore, he was considered a good citizen.
EXPLORE –Introduce the character trait chart / Suggested Day 2 (continued), 10 minutes

Display the Good Citizen Character Trait Chartand explain the columns. Use words such as:
If I put TRUTH in the first column for the ‘Good Citizen Character Trait,’ then who would be someone from the distant past whose picture could go under ‘distant past’ to help us remember he was a good citizen? (George Washington)

Complete first row of chart with TRUTH and DISTANT PAST (or Past if your chart does not include distant past).

Read or show pictures about a person in their community from the past who exhibited the good citizenship trait of truth. (This could be someone from the history of the community; perhaps a familiar name of someone a street, school, or civic center is named after.)

After reading or showing the pictures of the person from the past (or present), ask the students how this person is like George Washington. Use words such as:
What good citizenship trait(s) does he/she exhibit? (truth or honesty)

/ Materials:

Good Citizen Character Trait Chart (See Advance Preparation.)
Pictures and information about a local good citizen (past or present) who exhibits the good citizenship character trait of truth

Attachments

Teacher Resource:Good Citizen Character Trait ChartKEY

Purpose:
The purpose is to use a graphic organizer to help students organize information. This gives structure to their thinking and helps them retain information.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
Instructional Note:
The person in the community can be from the present. This information may be found in the newspaper or from the history of your school or even a teacher at your school at the present time.
EXPLAIN –Do I know someone who is always truthful? / Suggested Day 2 (continued), 15 min

Students think about their own life and think of one person they know they can trust to always be truthful with them.

Have students share this with a partner or the group.

Give each student a copy of the character trait chart.

Have students complete the truth row of the Handout: Good Citizen Character Trait Chart. Students fill in the Present column with the person they know who is always truthful. They sketch a picture of the person in the appropriate column and write why they chose that person.

Students glue or tape the chart into their Good Citizen notebook to keep and add to in future lessons.

/ Materials:
Attachments

Handout:Good Citizen Character Trait Chart (1 per student)

Purpose:
The purpose is to help students identify someone in their life who is honest and truthful. It helps them understand honesty as a character trait found in the people with whom they have relationships. They learn to value honesty and aspire to be honest and truthful themselves.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
ENGAGE –Read a book about truth / Suggested Day 3, 10 min.

Read aloud a book about honesty, such as a book from the Curious George series (or other appropriate book).

/ Materials:

book about honesty to read aloud

Purpose:
The purpose is to focus attention on truth. The book provides another way to teach about truth.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
EXPLORE/EXPLAIN –Taking responsibility / Suggested Day 3, 5 minutes

After reading the book, ask students appropriate questions to reinforce the ideas of good citizenship, truth, consequences, etc. If a Curious George book was read, questions could include:
What did George do wrong in the book?
Did he take responsibility for his actions?
What choices did George make that did not exhibit good citizenship?
What choices did George make that did exemplify good citizenship?

Facilitate a discussion where students express ideas recognizing that taking responsibility for one’s actions - just like George Washington did - is a part of being honest. Relate actions of characters in the book to actions of George Washington, and actions in their lives.

The teacher explicitly directs students to the meaning of truth:

Truth:being honest and doing what is right or taking responsibility for your actions, particularly in the event you did something wrong.

Add further discussion questions and allow students time to think and discuss. Questions could include:

What would happen if you chose not to take responsibility for your actions if you did something wrong?(There might be consequences that affect you or others.)
Think about a time when someone was not honest with you. How did you react the next time you had to deal with that person? Did you trust them? Did you want to be around them anymore?

/ Purpose:
The purpose is to help students understand the meaning of taking responsibility for one’s actions and how this exemplifies good citizenship.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
EVALUATE / Suggested Day 3 (continued), 15 minutes

Draw a picture for the Good Citizen booklet that illustrates a time when you were truthful. Write a sentence explaining the illustration. (1.13A, 1.13C; 1.18B, 1.19B)

Distributestudents’Good Citizen Booklet

Students open their book to the top of the next available page and write the word TRUTH.

Next, students write, on the lines, what truth means to them

Students draw a picture in their Good Citizen Bookletillustrating a time when they were truthful.

Students write a sentence explaining their illustration.

Students share their illustrations with the class.

Use a rubric to evaluate student work.

/ Materials:

Students’ Good Citizen Booklet

Purpose:
The purpose is to evaluate students’ understanding of the meaning of truth and the importance of being a truthful and honest person and citizen.
TEKS: 1.13A, 1.13C; 1.18B; 1.19B
Instructional Note:

Teacher monitors while students are drawing and redirecting students if necessary:Are students able to tell the importance of being truthful at all times? Do they recognize the consequences of not being honest to one another? Are students able to explain the importance of telling the truth and being honest at all times?
If a student cannot write a full sentence, have the student explain the illustration and write it for him or her.