Texas TEKS 3.11

3.11 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 3.11.A

  identify and describe the heroic deeds of state and national heroes and military and first responders such as Hector P. Garcia, James A. Lovell, and the Four Ch...

• 3.11.B

  identify and describe the heroic deeds of individuals such as Harriet Tubman, Todd Beamer, and other contemporary heroes.

01

What Students Need to Do

Students identify state and national heroes, including military members and first responders, and tell what each person did. They use source details to explain why an act was heroic and how it reflects shared values or influences remembrance.

02

What Mastery Looks Like

A student accurately matches Hector P. Garcia, James Lovell, the Four Chaplains, Harriet Tubman, and Todd Beamer to specific actions. The student explains how one deed showed service, courage, sacrifice, or leadership and affected a community, Texas, or the nation.

03

Common Misconceptions

Students may equate fame, danger, or wearing a uniform with heroism. They may name a trait, such as courage, but omit the action that shows it. They may mix up Garcia's civil rights advocacy, Lovell's Apollo 13 leadership, the Four Chaplains' sacrifice, Tubman's Underground Railroad missions, and Beamer's action on Flight 93.

04

How to Assess It

Give this exit ticket: Choose one named hero, describe one heroic deed, and explain what shared value that deed represents.

1. 01

   Give groups photo and deed cards for six heroes, then have them build a Texas and United States hero map with captions.

2. 02

   Ask students to answer, "When does a brave act make someone a hero?" with one named person, deed, and cultural value.

3. 03

   Play Hero Match: teams pair person cards with deed cards, then earn a point by explaining each match with specific evidence.

4. 04

   Read a local report about a firefighter, medic, or veteran, then compare that person's actions with one historical hero's actions.

• 2.2

  History. The student understands how historical figures helped shape the community, state, and nation. The student is expected to:

• 3.10

  Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to:

• 5.21

  Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture. The student is expect...

• 1.14

  Culture. The student understands the importance of family and community beliefs, language, and traditions. The student is expected to: