Grade 01 Unit 05 Exemplar Lesson 04: Good Citizen Qualities Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days 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 To conclude this unit on Community, students examine the qualities that make a good citizen. They use what they have learned about Sam Houston and Abraham Lincoln as a springboard to further examine good citizens. In this lesson students learn about Benjamin Franklin and the work he did for the good of all people; they look at other historical figures who, like Benjamin Franklin, exhibited individualism and inventiveness. Students also practice map skills using cardinal directions. 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. Skills TEKS 1.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: 1.2B Identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness. 1.4 Geography. The student understands the relative location of places. The student is expected to: 1.4A Locate places using the four cardinal directions. 1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: 1.5A Create and use simple maps such as maps of the home, classroom, school, and community. 1.6 Geography. The student understands various physical and human characteristics. The student is expected to: 1.6A Identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather. 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. 1.13B Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship. 1.13C Identify other individuals who exemplify good citizenship. 1.17 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: 1.17B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts. 1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences. 1.18B Create and interpret visual and written material. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/30/2013 page 1 of 12
Grade 01 Unit 05 PI 04 Create a page on Benjamin Franklin for your Good Citizen Booklet. Include a picture of Franklin contributing to community and write one sentence summarizing his contributions. Orally explain to a classmate how Benjamin Franklin exhibited characteristics of good citizenship. Standard(s): 1.13B, 1.18A, 1.18B ELPS ELPS.c.3D, ELPS.c.3E Key Understandings Good citizens display common characteristics which reflect the beliefs and values of the community. Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days What did Benjamin Franklin do that contributed to communities? How do good citizens contribute to their community to make it a better place to live? What characteristics do good citizens display that reflect the beliefs and values of the community? Why do we need good citizens who act for the good of the community? How can I make the world a better place? Vocabulary of Instruction community group characteristics accountable responsibility choice consequence 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: Good Citizen Trait Chart Teacher Resource: Abraham Lincoln Handout: Matching Cards (1 set per pair of students) Teacher Resource: Benjamin Franklin Teacher Resource: Sam Houston Resources http://www.loc.gov/exhibits/treasures/franklin-kids-7.html Advance Preparation 1. Become familiar with content and procedures for the lesson, especially the idea that good citizens share common characteristics. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Gather materials. 4. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 5. Preview websites according to district guidelines. 6. Preview books to determine usefulness in the lesson. 7. Before lesson, gather information about a person in history who influenced the community. (the town s namesake, person the school is named after, or other influential local person) 8. Enlarge the blank outline map of the continental United States to poster size if possible or 11 x 17. 9. Find a picture of Benjamin Franklin or use the one provided. 10. Copy several pictures of the historical figures mentioned in previous lessons. Students will need to be able to select two. Copy accordingly. 11. Gather articles from local news media about local figures who exhibit responsibility for the common good. 12. If desired, invite a local good citizen to visit the class. Background Information The information located in the sample graphic organizer is taken directly from the TEKS regarding the roles and responsibilities. Please make sure that 1st graders can articulate the roles and responsibilities of each public official. Last Updated 04/30/2013 page 2 of 12
Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days Citizenship To have citizenship is to be an official member of a politically defined region. A citizen owes allegiance to his or her country and expects to be protected by the government and from unfair use of governmental power. A good citizen supports his or her government, obeys the law, and functions in the best interest of all the citizens. The term citizen can have broader meanings. Students can be citizens of their classroom entitled to protection by their student government. Citizens can be natural born or naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and cease being legal citizens of their homeland. Good citizen 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. A good citizen supports his or her government, obeys the law, and functions in the best interest of all the citizens. Common good for the advantage or benefit of everyone Definitions courtesy of the Center [defunct]. (2000). Glossary. Austin: Texas Education Agency. "Benjamin Franklin Born in Boston on January 17, 1706, young Franklin struck out on his own in 1723, eventually finding employment as a journeyman printer in Philadelphia. Franklin's newspaper The Pennsylvania Gazette, his Poor Richard's Almanac, and work as an inventor and scientist propelled him to the front ranks of Philadelphia society and made him a well-known figure throughout the American provinces and England. In 1757, at age fifty-one, Franklin began his career as a diplomat and statesman in London where he essentially remained until the outbreak of the American Revolution. When Franklin returned to Philadelphia in 1775, he served as a delegate to the Continental Congress, where he was instrumental in drafting the Declaration of Independence and the Articles of Confederation. Because of his international experience, Franklin was chosen as one the first ministers to France. In Paris Franklin reached his peak of fame, becoming the focal point for a cultural Franklin-mania among the French intellectual elite. Franklin ultimately helped negotiate a cessation of hostilities and a peace treaty that officially ended the Revolutionary War. Even after his death in 1790, Franklin remained an American celebrity. Shortly after his death, his now famous autobiography was published in France and was followed two years later by British and American editions. Perhaps, the last, best summary should be the simple words of James Madison taken from his notes on Franklin: 'I never passed half an hour in his company without hearing some observations or anecdote worth remembering.'" Text courtesy of the: Library of Congress. (2010, August 10). Introduction. Retrieved from http://www.loc.gov/exhibits/treasures/franklin-intro.html "Ben Franklin is considered an American patriot and founding father, but his careers and influence took him much further. He was able to retire from his printing business at the age of forty-two and devote more of his time to his experiments. As a "man of science" Franklin is best known for his experiments with electricity, but his lifelong curiosity also led him to explore an amazing range of scientific topics. He never quit pursuing new ideas as varied as the common cold, music, ocean currents, agriculture, medicine, and electricity--to name but a few. Franklin also used his ideas to make practical inventions such a bifocal glasses, the lightning rod, the smokeless fireplace, and swimming fins. Ben Franklin believed that people volunteering together in a spirit of cooperation could accomplish great things. Driven by a strong sense of civic duty, he involved himself in his community and his nation. Franklin helped establish or improve institutions such as circulating libraries, public hospitals, mutual insurance companies, volunteer fire departments, agricultural colleges, and intellectual societies." Text courtesy of the: Library of Congress. (n.d.). Can you name one of franklin's inventions? Retrieved from http://www.loc.gov/exhibits/treasures/franklin-kids-7.html This website provides writings by Benjamin Franklin that explain some of his significant scientific inventions, such as bifocal glasses and the Franklin stove. It also includes images of maps, and experiments he conducted using electricity. http://www.loc.gov/exhibits/treasures/franklin-scientist.html INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Reexamine good citizens 1. Say: We talked about Abraham Lincoln and Sam Houston as a leaders from the past. Would you say they were good citizens? Why? (yes, because he both spent much of his life working for what is right, he exemplified the characteristics of a good citizen, such as truthfulness, respect, equality, respect for oneself and others, participation in government, etc.) 2. Display the Teacher Resource: Good Citizens Character Trait Chart (began in Unit 3), look again at the people listed on the chart, and review the terminology of past and present. Then look at the characteristics of good citizens the class has covered: truth, honesty, and equality. Add the names of Lincoln and people from the community to the chart under the HONESTY and EQUALITY categories. (Add names of other good citizens studied, historical and present-day.) 3. Students turn and talk to each other to decide if they would want the people listed on this chart to live in their community and why or why not. EXPLORE Benjamin Franklin good citizen Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 5 minutes Materials Teacher Resource: Good Citizens Character Trait Chart (begun in Unit 3) The purpose of this section is to focus on the concept of a good citizen. TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B Instructional Notes: If continuing to use a Good Citizen Book throughout the year, use the actual Teacher Resource: Good Citizens Character Trait Chart from Unit 3 to add this new information to their Good Citizen Book. (They may need to add a new page.) Suggested Day 1 (continued) 10 minutes Last Updated 04/30/2013 page 3 of 12
Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days 1. Introduce the students to another person who exhibited a characteristic of good citizenship: Benjamin Franklin. Benjamin Franklin worked as a printer in Philadelphia. He was very well known as an inventor and scientist. At age 51, he became a diplomat and statesman. He helped write the Declaration of Independence. He helped end the Revolutionary War. 2. Benjamin Franklin worked all his life for the good of all people. If available, read an illustrated children s book to further explain Benjamin Franklin and his life. 3. Using the class map of the United States, locate Massachusetts. Students identify the cardinal direction from their community to the place Benjamin Franklin was born (Boston, 1706). Students assist in labeling the place and putting a push pin and his picture by Massachusetts. Use this as an opportunity to review geography skills by asking questions such as: Is Massachusetts near a body of water? (yes, the Atlantic Ocean) 4. As a class, add information about Benjamin Franklin to the class Good Citizens Character Trait Chart. Materials: Books to read aloud Teacher Resource: Good Citizens Character Trait Chart (begun in Unit 3) Teacher Resource: Graphic Organizer Authority Figures (from Lesson 2) the purpose of this section is to introduce Benjamin Franklin and locate his birthplace on a map. TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B Instructional Note Characteristics of good citizenship include: 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. (TEKS 1.13A) 5. Benjamin Franklin said: The noblest question in the world is, What good may I do in it? Ask: What do you think this means? (As citizens of the community, nation and world, we should strive to make the world a better place by contributing to society. It s the most important thing we can do.) 6. Say: One person can make a difference. It only takes one person to decide they want to change something about the community, nation, or world. What can you do today to be like Behjamin Franklin? Is there something you see that needs to be changed in our world? (Facilitate brief discussion) EXPLAIN Contributions of citizens 1. Create a class web for Benjamin Franklin. Display the picture of Benjamin Franklin in the center of a large sheet of paper. Draw lines from the picture as shown in the Notes for Teacher section. 2. Students turn and talk about one thing they learned about Benjamin Franklin. 3. Students help fill out the concept map about Benjamin Franklin. Suggested Day 1 (continued) 15 minutes Materials: Picture of Benjamin Franklin Chart/butcher paper Attachments: Teacher Resource: Benjamin Franklin The purpose of this section is to summarize the most important information about Benjamin Franklin in a graphic organizer. TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B Instructional note: Last Updated 04/30/2013 page 4 of 12
Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days ENGAGE Benjamin Franklin, the inventor 1. Provide background information about Franklin as an example of inventiveness, especially as it relates to improving the community. As we learned yesterday, in addition to displaying characteristics of a good citizen, Benjamin Franklin contributed to our nation in other ways. He was curious about a great many things. This curiosity led him to become an inventor. Some of his inventions included the following: a special kind of eyeglasses called bifocals, a stove, and the lightening rod. He founded a lending library and a fire brigade to protect the citizens of the community. When he discovered what he thought was a problem, he experimented until he found a way to solve the problem and make a task easier to accomplish. His inventiveness helped improve the lives of Americans. Suggested Day 2 15 minutes Materials: Books to read aloud Instructional Note: Benjamin Franklin Franklin was a model citizen because he was patriotic and participated in government by contributing to the writing of the U.S. Constitution. He founded a library, a fire department, experimented with electricity, and was known for saving his pennies. He was frugal, hard-working, and well-respected by community members 2. Read a book about Benjamin Franklin and his inventions and contributions to communities. EXPLORE Other historical figures 1. There have been other people in history, like Benjamin Franklin, who exhibited individualism and inventiveness. Among those people are Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen. 2. Provide background information about these citizens: Let s look at these people and find out what they did to contribute to our nation. Alexander Graham Bell was interested in educating people who were deaf. He invented the microphone and the electric speech machine which we now call the telephone. Thomas Edison invented the light bulb, the phonograph, and the motion picture camera. Garrett Morgan invented the gas mask and the traffic light. He also improved sewing machines. EXPLAIN Match good citizens to their contributions 1. Display pictures of Alexander Graham Bell, Thomas Edison, and Garrett Morgan in a pocket chart. Add pictures or drawings, in random order, which represent what they invented or founded. Students help match the person to his invention. 2. Provide student pairs the same set of cards. (One set will have three cards with pictures of the three people. The other set will have three cards with the pictures of the three inventions/contributions.) 3. Students take turns matching the cards and telling what was invented by the person and how the invention contributed to the community. Suggested Day 2 (continued) 10 minutes Materials: Pictures of Alexander Graham Bell, Thomas Edison, and Garrett Morgan. Pictures or drawings which represent what they invented or founded. (Bell: telephone, Edison: light bulb, Morgan: traffic light) Provide examples of other Americans who exhibited individualism and inventiveness. TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B Instructional Note: To locate photographs of these people, conduct an internet search for the image using the person s name. Suggested Day 2 (continued) 5 minutes Materials: Attachments Pictures of Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen. Pictures or drawings which represent what they invented or founded. (Bell: telephone, Edison: light bulb, Morgan: traffic light) Handout: Matching Cards (1 set per pair of students) The purpose of this section is to provide an opportunity for Last Updated 04/30/2013 page 5 of 12
students to give examples of people who exhibited inventiveness and individualism and match their picture with the item they were known for. Grade 1 Unit: 05 Lesson: 04 Suggested Duration: 4 Days TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B ELABORATE Guiding questions 1. Display pictures of citizens who exhibit the responsibility for the community in daily life, including a local person, Abraham Lincoln, Sam Houston, and Benjamin Franklin. 2. Ask what all these people have in common. 3. Continue the discussion focusing on how these people contributed to communities, how we are all responsible for contributing to our communities, and the choices people make to act as good citizens. Include questions such as: In what ways have these people influenced the community we live in and shown they were good citizens? (answers might include: they worked for freedom, they helped promote equality, they provided services that would benefit everyone, etc.) 4. Guide the discussion to the local community. Ask students if they can think of anyone from their local community today who exhibits qualities of a good citizen. (If students need assistance, refer back to the lesson about the local community member who had a school, street, or other public place named after him/her.) Suggested Day 3 20 minutes Materials Picture of local person Teacher Resource: Benjamin Franklin (from Day 1) Attachments: Teacher Resource: Good Citizen Chart Teacher Resource: Abraham Lincoln Teacher Resource: Sam Houston TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B The purpose of this section is to apply what has been learned and summarize learning by bringing Key Understandings and Guiding Understanding back to students attention. 5. Add to the chart information about local citizens who exhibit responsibility for the common good. Students may add to their chart in their Good Citizen Book as well. 6. Facilitate a discussion by focusing on Key Understandings and Guiding Questions to summarize student learning. Encourage students to use of academic language. Good citizens display common characteristics which reflect the beliefs and values of their community. What did Benjamin Franklin do that contributed to communities? How do good citizens contribute to their community to make it a better place to live? What characteristics do good citizens display which reflect the beliefs and values of the community? Why do we need good citizens who act for the good of the community? How can I make the world a better place? EVALUATE Grade 01 Unit 05 PI 04 Create a page on Benjamin Franklin for your Good Citizen Booklet. Include a picture of Franklin contributing to community and write one sentence summarizing his contributions. Orally explain to a classmate how Benjamin Franklin exhibited characteristics of good citizenship. Standard(s): 1.13B, 1.18A, 1.18B ELPS ELPS.c.3D, ELPS.c.3E 1. Before they begin drawing/writing, allow students to turn and talk to one another about ways Benjamin Franklin contributed to his community. 2. Students open their Good Citizen books to the top of the next available page and write Good Citizen at the top. 3. On the top half of the paper, students draw a picture that exhibits Benjamin Franklin contributing to his community. At the bottom, students write a sentence telling how Benjamin Franklin exhibited characteristics of good citizenship. Suggested Day 3 (continued) 10 minutes Materials: Paper for Good Citizen book The purpose of this section is to provide an opportunity for students to draw and write about what they have learned about Benjamin Franklin and how he exhibited characteristics of good citizenship. TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B Last Updated 04/30/2013 page 6 of 12
Good Citizen Chart Grade 1 Unit: 05 Lesson: 04 (Add to information on the chart begun in Unit 3) CHARACTER TRAIT PAST PRESENT George Washington My dad Truth (picture or symbol) (picture) (draw picture) Honesty (picture or symbol) Equality (picture or symbol) Responsibility in daily life (picture or symbol) 2012, TESCCC 04/30/13 page 1 of 1
Grade 1 Unit: 05 Lesson: 03 Abraham Lincoln (1809-1865) Abraham Lincoln served as President of the United States during the Civil War but was assassinated before he could implement post-war plans. Lincoln was born in Kentucky and moved to Illinois. He served in the Illinois State Legislature beginning in 1834. He was elected to the U.S. Congress as a Representative from Illinois. In 1860 he was elected the sixteenth President of the United States and was re-elected in 1864. He was President during the Civil War and was assassinated in 1865. He is known for many things. He is best known for his Gettysburg Address, delivered in November 1863 at the dedication of the National Cemetery at the Civil War battlefield. This speech called for national unity despite obstacles. Another thing he is well known for is the Emancipation Proclamation, which began the process of freeing slaves in the Confederate States. His most lasting influence remains the Thirteenth Amendment, which outlawed slavery throughout the United States. 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 12. Gardner, A. (Photographer). (1863). Abraham lincoln. [Print Drawing]. Retrieved from http://en.wikipedia.org/wiki/file:abraham_lincoln_november_1863.jpg Biography courtesy of the Center [defunct]. (2000). Biographies. Austin: Texas Education Agency. 2012, TESCCC 04/30/13 page 1 of 1
Matching Cards Grade 1 Unit: 05 Lesson: 04 2012, TESCCC 04/05/13 page 1 of 2
(left to right, top to bottom) Grade 1 Unit: 05 Lesson: 04 Image 2, 4, 6, 8: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/ Image 1: Duplessis, J. S. (Artist). (1785). Portrait of benjamin franklin. [Print Drawing]. Retrieved from http://en.wikipedia.org/wiki/file:benfranklinduplessis.jpg Image 3: (2007). Garrett morgan. (2007). [Print Photo]. Retrieved from http://en.wikipedia.org/wiki/file:garrett_morgan.gif Image 5: (2005). Portrait of alexander graham bell. (2005). [Print Drawing]. Retrieved from http://en.wikipedia.org/wiki/file:alexander_graham_bell.jpg Image 7: Bachrach, S. (Photographer). (1922). Thomas alva edison. [Print Photo]. Retrieved from http://en.wikipedia.org/wiki/file:thomas_edison2.jpg 2012, TESCCC 04/05/13 page 2 of 2
Grade 1 Unit: 05 Lesson: 04 Duplessis, J. A. (Artist). (1783). Franklin, benjamin. [Print Drawing]. Retrieved from http://www.loc.gov/rr/print/list/235_pof.html Benjamin Franklin (1706-1790) Benjamin Franklin was a man of many talents. He wrote and published newspapers and books, conducted scientific experiments, came up with new inventions, and helped create the United States of America. To be a person who did so many things so well, Franklin worked hard and with great determination. He once wrote, Early to bed and early to rise, makes a man healthy, wealthy, and wise. Franklin was born on January 17, 1706, in Boston, Massachusetts. Like many children at the time, he had little schooling and went to work when he was young. At first, Franklin worked for his father, helping to make candles. Later he served as an apprentice to his older brother James in his print shop. The brothers didn t get along, and Franklin decided to run away. Franklin went to Philadelphia. He found work at print shops and even started one of his own. In 1730 Franklin began publishing a newspaper called The Pennsylvania Gazette. He even wrote many of the articles in it. Franklin later published a book called Poor Richard s Almanac every year for many years. Each edition included predictions on the upcoming year s weather as well as sayings and other information. These books became very popular and helped make Benjamin Franklin a successful businessman. Text courtesy of: Biography.com. (n.d.). Bio4kids: Benjamin franklin. Retrieved from http://www.biography.com/assets/pdf/study_guides/bio4kids/bio4kidsbenjaminfranklin.pdf 2012, TESCCC 04/15/13 page 1 of 1
Grade 1 Unit: 05 Lesson: 03 Sam Houston (1793-1863) Sam Houston provided leadership for more than 25 years in Texas, commanding the army and serving as President of the Republic, U.S. Senator, and then Governor. Houston was born in Virginia and moved to Tennessee. He served in the U.S. Congress as a Representative for Tennessee. In 1827 Houston was elected Governor of Tennessee. In 1832 he moved to Texas. Houston was part of the committee that drafted a constitution and declared independence from Mexico. In 1836, when Texas declared its independence from Mexico and won the Texas Revolution, Houston was the Commander-In-Chief of the Texas armed forces. When Texas became an independent country, Houston was elected President of the Republic of Texas. In 1845 when Texas joined the United States and became a state in the United States of America, Houston was elected to be a Senator from Texas to the U.S. Congress. In 1859 Sam Houston was elected Governor of Texas. He is the only person to serve as governor of two states. (2009). Sam houston. (2009). [Print Graphic]. Retrieved from http://en.wikipedia.org/wiki/file:shouston_2.jpg Biography courtesy of the Center [defunct]. (2000). Biographies. Austin: Texas Education Agency. 2012, TESCCC 04/30/13 page 1 of 1