Students name the four Texans who have served as U.S. president. Then they learn about three civic organizations and people who have been active in them. Next they learn about three Texans who participated in politics. Finally they identify current officials and how to contact them.
Students read an introduction connecting representative democracy and the idea that citizens contribute to government “of the people, by the people, for the people.” They view a photograph of two dogs that belonged to a U.S. president from Texas and complete a table by trying to name the four U.S. presidents who were either born in Texas or made Texas their home.
Teacher MovesPreview the lesson focus on Texans’ civic and political contributions and review the objectives with students. After students attempt to name the presidents, reveal and briefly describe the four Texans who have served as U.S. president (Dwight Eisenhower, Lyndon B. Johnson, George H. W. Bush, and George W. Bush), clarifying their connections to Texas.
Students read explanatory text defining civic affairs and learn about three Texas civic organizations: the Daughters of the Republic of Texas, including the work of Adina de Zavala and Clara Driscoll to preserve the Alamo and other historic sites; LULAC and its mission to advance the rights and opportunities of Hispanic Americans, including Henry B. González’s volunteer work and later political career; and the Texas Book Festival, its origins, volunteer base, and literacy programs. Using this information, students complete a drag-and-drop activity matching organizations and individuals to their roles and contributions.
Teacher MovesClarify the concept of civic affairs and highlight how each organization and individual contributes to Texas communities and history. After the drag-and-drop activity, prompt discussion with questions about how each person mentioned (such as Adina de Zavala, Clara Driscoll, Henry B. González, and Laura Bush) exemplifies participation in civic affairs, encouraging students to connect specific actions to broader civic purposes.
Students read about Texans who were political trailblazers: Barbara Jordan and her series of historic “firsts” in the Texas Senate and U.S. House of Representatives; Ann Richards and her service as governor and ongoing civic engagement; and Wallace Jefferson as the first African American justice on the Texas Supreme Court and later service on the Texas Historical Commission. They then read about Simone Biles as a highly decorated gymnast from Texas whose comments emphasize the importance of seeing diverse role models. Students respond to a class wall prompt reflecting on why diversity in civic affairs and politics is important.
Teacher MovesEmphasize how Barbara Jordan, Ann Richards, Wallace Jefferson, and Simone Biles model active participation and leadership, especially for underrepresented groups. Review and share selected student responses from the reflection wall to spark discussion about representation, role models, and why diverse voices in civic affairs and politics strengthen the democratic process.
Students read about ways they can be active citizens now and in the future, including voting when they turn 18, staying informed about leaders and issues, participating in school or community service, and writing respectful letters to public officials. Using web resources, including tools such as Who Represents Me? (Texas state), Find your (U.S.) Representative, and Find your (U.S.) Senators, they complete a chart identifying key local, state, and national officials and how to contact each one.
Teacher MovesGuide students in locating accurate information about their elected and appointed officials and support them as they complete the contact chart. Optionally extend the activity by having students choose an issue, draft and send a respectful letter or message to one of the officials they identified, and later share any responses received with the class to reinforce authentic civic participation.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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