Uncle Sam is available as an Amazon paperback, Kindle e-book, and Audible audiobook.

To learn more about the story behind Uncle Sam, visit xxxxx

Uncle Sam is the story of a grizzled Calvary soldier freeing his horse at the end of the 1941 La. Manuevers. 

Uncle Sam: A Horse’s Tale

Written by: Curt Iles

Illustrated by: Jade Ross Nugent

Graphic Design: Julian Quebedeaux

Lesson Guide created based off Louisiana State Standards for Third Grade

Created by Patty Taylor

This lesson uses the book, Uncle Sam: A Horse’s Tale to support and integrate Grade 3 English Language Arts and Social Studies instruction aligned to the Louisiana Student Standards. The overall goal of the lesson is for students to develop reading comprehension and speaking/listening skills while understanding how life changes over time due to historical and technological advancements. Through a teacher-led read-aloud, collaborative discussions, and the completion of a selected illustration activity, students will analyze the text, build vocabulary, and analyze characters.

Louisiana ELA standards are supported by engaging students in purposeful discussions, responding to text-based questions, and demonstrating understanding through speaking and writing. It also aligns with Louisiana Social Studies standards by helping students identify historical changes over time and understand cause-and-effect relationships in history. These activities connect to the larger goals of literacy and social studies by strengthening critical thinking, communication, and historical awareness while fostering empathy and social-emotional learning, preparing students for deeper analysis and inquiry in future lessons.

English Language Arts – Louisiana Student Standards (http://www.louisianabelieves.com/resources/library/academic-standards)

• RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring to the text for evidence (e.g., story events, characters). 
• RL.3.2 – Recount stories and determine the lessons or themes (e.g., Uncle Sam’s journey). 
• RL.3.3 – Describe characters and explain how their actions contribute to events (e.g., Uncle Sam’s choices). 
• RL.3.4 – Determine meanings of words and phrases as used in the text (vocabulary in context). 
• RL.3.7 – Explain how illustrations contribute to story meaning (important for this illustrated book). 
• RL.3.10 – Read and comprehend grade-level literature independently. 

Vocabulary & Language (Language Strand)

• • L.3.2 – Demonstrate command of standard English conventions (capitalization, punctuation, spelling) when writing. 
  • L.3.3 – Use knowledge of language conventions when writing, speaking, reading, or listening (e.g., word choice for effect). 
• L.3.4 – Determine or clarify meaning of unknown/multiple-meaning words using strategies such as context clues (vocabulary practice). 

Speaking & Listening (Discussion Skills)

• SL.3.1 – Engage in collaborative discussions about grade-level texts and topics (page discussions, partner shares). 
• SL.3.3 – Ask and answer questions about information from others, offering relevant elaboration. 
• SL.3.4 – Report on a topic or recount an experience with facts and details (book retelling activity). 

• 3.H.1 (within 3.1) – Create and use a chronological sequence of related events to describe change and continuity (e.g., Uncle Sam’s life before and after Army transition). 
• 3.H.2 / 3.2 – Explain connections between ideas, events, and developments in U.S. history (e.g., mechanization vs. horse cavalry). 
• 3.H.5 / 3.3b – Identify facts and opinions from primary or secondary sources (book content vs. real history). 
• 3.H.6 / 3.4 – Construct and express claims supported with evidence (cause/effect, why change occurred). 
• 3.H.7 / 3.5 – Compare life in the United States in the past and present (transportation changes from horses to vehicles). 

Civics & Cultural Understanding

• 3.C.1 / 3.6.c – Describe history of American symbols, including Uncle Sam (tie in the character to national symbols). 

Geography & Contextual Awareness

• 3.G.2-3 – Describe American landmarks & symbols; identify geography that shaped people’s lives (Louisiana piney woods setting as a local land form). 

As a result of reading the book, Uncle Sam: A Horse’s Tale, students will be able to:

• Explain how change affected Uncle Sam and how he adapted.
• Identify how the story connects to Louisiana history.
• Demonstrate social-emotional skills such as empathy and responsible decision-making.

Objective 1: Vocabulary Development (RL.3.4, L.3.4)
    TSW determine and use grade-appropriate vocabulary from Uncle Sam: A Horse’s Tale by explaining the meanings and using context clues and applying the meaning accurately in discussion and written responses.

Objective 2: Reading Comprehension: RL.3.1, RL.3.2

     TSW retell key events from Uncle Sam: A Horse’s Tale in correct order, including the beginning, middle, and end, using details from the text to show understanding of the story’s main ideas.

Objective 3: Character Analysis RL 3.3. 

     TSW explain how change affected Uncle Sam and how he adapted to changes in his role by describing how those changes affected him and identifying ways he adapted, using examples from the text to support their explanation

Objective 4 — Speaking & Listening (SL.3.1)

     TSW discuss Uncle Sam: A Horse’s Tale by taking turns speaking, listening attentively to peers, and responding appropriately during partner and whole-group discussions, demonstrating respectful communication and discussion skills.

Objective 5 — Historical Change Over Time (3.H.1, 3.H.7)

     TSW compare how the Army used horses in the past and vehicles today by completing a “Then and Now” chart.

1. Present the lesson objectives on a Smartboard or whiteboard and read aloud. 
2. Review vocabulary and definitions with students. Read the new vocabulary word with the definitions. Continue to show on Smartboard or whiteboard.
3. Explain relevance: “We all experience changes—new schools, new technology, new rules. This story helps us understand how people and animals adapt to change.”
4. Connect to the unit: “This lesson helps us understand relationships, history and how things change over time.”

Students Will:

• Listen to objectives.
• Look at the posted objectives.
• Give a thumbs-up to show understanding or ask questions for clarification.

1. HOOK: “Why do you think the Army used horses in the past?”

Students Will:

• Discuss ideas with a partner.
• Share responses.

Teacher Will:

1. Introduce the book Uncle Sam: A Horse’s Tale.
2. Identify:
   1. Author (writes the story)
   2. Illustrator (draws the pictures)
   3. Digital illustrator (creates pictures using technology)
3. Conduct a whole group read-aloud, pausing to:
   1. Explain vocabulary using visuals on Smartboard
   2. Model thinking aloud
   3. Ask comprehension questions and provide thoughtful reflection.

Comprehension Questions by Page

Page 1 — Title & Introduction

• What is the name of the story, and who is the main character?
• What do you think this story will be about? DOK 2 prediction

Page 2 — Setting the Scene

• Where are Uncle Sam and his rider heading?
• How might Uncle Sam be feeling about this trip? Why?     DOK 2–3 interpretation

          Page 3 — Army Maneuvers

• What are the soldiers doing with the horses?
• What do you notice about the other machines (like jeeps or tanks) in this picture?
• Why do you think the Army is using both horses and vehicles?    DOK 3 explanation

         Page 4 — A Big Change

• What decision did the Army make?
• How do you think Uncle Sam feels about this change?
• Why would a decision like this be hard for the horses?     DOK 3 emotional reasoning

        Page 5 — The Escape

• What choice do Uncle Sam and the other horses make?
• Why do you think they chose to leave?     DOK 3 cause and effect

       Page 6 — New Life Begins

• Where do the horses go?
• What do you notice about how they live in the woods?
• Is this similar to any place you’ve been or seen? How?     DOK 2–3 connection to experience

       Page 7 — The Wild Herd

• What is a “wild herd”?
• How is life in the wild herd different from life with the Army?
• What are some things you think the horses need to do to stay safe?     DOK 3 compare & infer

       Page 8 — Reflection & Ending

• What is one big idea or lesson from Uncle Sam’s story?
• Have you ever had to make a big change like Uncle Sam? How did you feel?     DOK 3–4 personal connection

Additional Higher-Order Discussion Questions

May be used for small-group talk or deeper whole-class discussion during or after the read-aloud (aim every ~10–12 minutes):

1. “Why do we think change is such an important part of this story?”     DOK 3–4 evaluation
2. “What would you have done if you were Uncle Sam? Why?”     DOK 3 reasoning
3. “How does this story help us understand changes that happen in our lives or in our community?”     DOK 4 transfer

• Individual Practice (InTASC 8e)

Students may choose to illustrate choice of activity.

• Closing
• Gather students together.
• Facilitate reflection.   QUESTION: “How does Uncle Sam’s story help us understand changes in our own families or community?”
• Review objectives and provide positive and constructive feedback.

and Materials 

and Materials

• Book – Uncle Sam: A Horse’s Tale 

• Worksheets
• Blank paper for drawing

• Colored pencils or crayons
• Blank paper for drawing
• Worksheets

• Document Camera
• Interactive Smart Board (if needed)

• Use of Interactive Smart Board (if needed)

Informal: Listening skills and Discussion

Formal: Exit Ticket

Small Group:

Informal: Shoulder talk; Pair and Share

Guided Practice:

Informal: Class Discussion

Formal:  Class Discussion

Individual Practice:

Informal: Choice of Illustration Activity

Formal: Exit Ticket

• Sentence frames provided
• Teacher or peer can scribe

• Add picture cards (horse / jeep)
• Model answers orally before writing

• Add a reason why the change happened
• Write two complete comparison sentences

In this lesson, several evidence-based instructional strategies were intentionally implemented to support student learning and mastery of both ELA and social studies standards:

• Read-Aloud with Guided Discussion
• Think-Pair-Share / Turn-and-Talk
• Use of selected illustration activity.
• Explicit Vocabulary Instruction with Visual Supports
• Differentiated Instruction (choice of response, visuals, sentence frames)
• Collaborative Learning (peer discussion and partner work)

When available, technology tools such as a document camera or interactive whiteboard were used to display the text, model the student activity, and visually support instruction.

Student Assessment Rubric – Uncle Sam: A Horse’s Tale (Grade 3)

Written by: Curt Iles

Illustrated by: Jade Ross

Graphic Design:Julian Quebedeux

Lesson Guide created based off Louisiana State Standards for Fifth Grade

This lesson uses the book, Uncle Sam: A Horse’s Tale to support and integrate Grade 4 English Language Arts and Social Studies instruction aligned to the Louisiana Student Standards. The overall goal of the lesson is for students to develop reading comprehension and speaking/listening skills while understanding how life changes over time due to historical and technological advancements. Through a teacher-led read-aloud, collaborative discussions, and the completion of a selected illustration activity, students will analyze the text, build vocabulary, and analyze characters.

Louisiana ELA standards are supported by engaging students in purposeful discussions, responding to text-based questions, and demonstrating understanding through speaking and writing. It also aligns with Louisiana Social Studies standards by helping students identify historical changes over time and understand cause-and-effect relationships in history. These activities connect to the larger goals of literacy and social studies by strengthening critical thinking, communication, and historical awareness while fostering empathy and social-emotional learning, preparing students for deeper analysis and inquiry in future lessons.

Peer and Social Interactions
Structured partner talk/small-group activities allow students to learn collaboratively, practice listening and speaking skills, and develop social competence. These interactions support Social Emotional Learning by encouraging respectful communication and shared problem-solving.

Language & Culture
The lesson provides verbal modeling, sentence frames, and discussion norms to support students from diverse language backgrounds. By emphasizing storytelling and discussion, the lesson honors oral language traditions and cultural ways of sharing knowledge.

Family & Community Connections
Students are encouraged to relate historical change in the story to changes in their families or communities (e.g., technology, transportation, jobs). This connection validates family experiences and community history as valuable sources of knowledge.

The historical theme allows teachers to reference local or regional history, such as Louisiana’s agricultural past, military connections, or changes in transportation, making the lesson culturally and geographically relevant.

English Language Arts – Louisiana Student Standards (http://www.louisianabelieves.com/resources/library/academic-standards)

• RL.4.1 – Refer to details and examples when explaining what the text says and when drawing inferences.
• RL.4.2 – Determine theme and summarize the story.
• RL.4.3 – Describe characters, setting, and events in a story using details.
• RL.4.4 – Determine meaning of words/phrases (e.g., cavalry, maneuvers, pasture, herd).
• RL.4.6 – Compare points of view (horse narrator vs. humans).

Integration of Knowledge

• RI.4.7 / RL.4.7 – Interpret information from illustrations and photographs from the book.
• RI.4.9 – Integrate information from historical texts or primary sources about WWII, cavalry, or Louisiana history.

Writing

• W.4.2 – Write informative pieces about Louisiana Maneuvers, cavalry life, or wild horses.
• W.4.3 – Write narratives from another perspective (soldier, horse, child in 1941 Louisiana).
• W.4.8 – Gather information from print/digital sources (history of Fort Polk, WWII training).

Speaking & Listening

• SL.4.1 – Engage in collaborative discussions about the story and historical context.
• SL.4.4 – Present information about Louisiana history or WWII cavalry units.

Social Studies – Louisiana Student Standards (http://www.louisianabelieves.com/resources/library/academic-standards)

·       4.1 – Create/use chronological sequences (timeline of events in the story).

·       4.2 – Use primary & secondary sources to analyze content and identify facts/opinions.

·       4.3 – Explain connections between ideas, events, and developments.

·       4.4 – Compare and contrast events and developments.

·       4.5 – Construct claims supported with evidence.

·       4.6 – Use geographic representations (maps of Louisiana, Fort Polk region).

As a result of reading the book, Uncle Sam: A Horse’s Tale, students will be able to:

1. Summarize Uncle Sam: A Horse’s Tale and identify a theme by citing details that show how change and progress affect individuals.
2. Compare and contrast how the U.S. Army used horses in the past and vehicles today by completing a “Then and Now” chart that explains the impact of technological change.
3. Explain how technological advances changed military practices by using historical vocabulary and evidence from the text and visuals to support their ideas.

Objective 1: (RL.4.1, RL4.4, SS.4.2, SS.4.3, SS.4.5)
TSW explain how horses contributed to U.S. military history by describing Uncle Sam’s role using appropriate historical vocabulary.

Objective 2: (RL.4.7, RI.4.7, SS.4.2, SS.4.6)

     TSW interpret illustrations, photographs, or other historical representations to identify how horses were used in military service.

Objective 3: (RI.4.3, RI.4.9, SS.4.3, SS.4.4)

     TSW describe how technological advances changed military transportation and daily life by comparing the use of horses to mechanized vehicles.

Objective 4: (RL.4.9, SS4.2, 4.3)

     TSW explain how the story connects to real historical events in Louisiana (Louisiana Maneuvers, cavalry training, Fort Polk) using information from the text and supporting sources.

Objective 5: (RI.4.9, W.4.2, SS.4.1, SS. 4.4, SS.4.5)

     TSW compare how the Army used horses in the past and vehicles today by completing a “Then and Now” chart.

Reading Uncle Sam: A Horse’s Tale is relevant for Louisiana fifth-grade students because it connects historical change in Louisiana to student experiences, they already understand, such as adapting to new routines, technology, or roles. By exploring change through the perspective of Uncle Sam, the story supports comprehension, empathy, and engagement for young learners. The lesson builds on students’ prior knowledge and abilities by using discussion, visuals, and allowing students to demonstrate understanding through speaking, writing, or drawing. Partner and small-group activities promote peer interaction and support diverse learning needs, including students with learning or communication challenges.

Peer and Social Interactions
Structured partner talk and small-group activities allow students to learn collaboratively, practice listening and speaking skills, and develop social competence. These interactions support Social Emotional Learning by encouraging respectful communication, perspective-taking, and shared problem-solving.

Language & Culture
The lesson provides verbal modeling, sentence frames, and discussion norms to support students from diverse language backgrounds. By emphasizing storytelling and discussion, the lesson honors oral language traditions and cultural ways of sharing knowledge.

Family & Community Connections
Students are encouraged to relate historical change in the story to changes in their families or communities (e.g., technology, transportation, jobs). This connection validates family experiences and community history as valuable sources of knowledge.

Community Resources
The historical theme allows teachers to reference local or regional history, such as Louisiana’s agricultural past, military connections, or changes in transportation, making the lesson culturally and geographically relevant.

Uncle Sam: A Horse’s Tale enhances student learning in Louisiana by supporting state student standards while connecting content to students’ lives, history, and values. The story strengthens ELA skills such as comprehension, vocabulary development, speaking, and listening through narrative text that is accessible and engaging for third graders. By reading from the perspective of an animal, students practice empathy, infer character feelings, and discuss cause-and-effect relationships, which aligns with Louisiana’s emphasis on close reading, discussion, and text-based understanding.

The book also supports Louisiana Social Studies Standards by helping students understand historical changes over time, particularly how advancements in technology affect people, animals, and communities. This theme connects well to Louisiana’s agricultural, military, and transportation history, thus making connections with Louisiana’s role in World War II and making learning local history relevant. Additionally, the story promotes social-emotional learning by encouraging students to reflect on change, adaptability, and respect for others’ roles—skills that support classroom community, resilience, and responsible citizenship, all of which are priorities in Louisiana classrooms.

Step-by-Step Lesson Procedures

1.     Present the lesson objectives on a Smartboard or whiteboard and read aloud.

2.     Review vocabulary and definitions with students. Read the new vocabulary word with the definitions. Continue to show on Smartboard or whiteboard.

3.     Explain relevance: “We all experience changes—new schools, new technology, new rules. This story helps us understand how people and animals adapt to change.”

4.     Connect to the unit: “This lesson helps us understand relationships, history and how things change over time.”

Students Will:

·       Listen to objectives.

·       Look at the posted objectives.

·       Give a thumbs-up to show understanding or ask questions for clarification.

5.      HOOK:  “Why do you think an author would choose a horse to tell a true historical story instead of a soldier or a general?”

 “If animals could talk and tell true stories from history, what kinds of details do you think they would include that people might not   think are important?”

Students Will:

·       Discuss ideas with a partner (table groups).

·       Share responses for class discussion.

Teacher Will:

1. Introduce the book Uncle Sam: A Horse’s Tale.
2. Review:
   1. Author (writes the story)
   2. Illustrator (draws the pictures)
   3. Digital illustrator (creates pictures using technology)
3. Conduct a whole group read-aloud, pausing to:
   1. Explain vocabulary using visuals on Smartboard
   2. Model thinking aloud
   3. Ask comprehension questions and provide thoughtful reflection.

Comprehension Questions by Page

Page 1 and 2 — Title, Introduction, and Setting the Scene

• What does the title Uncle Sam: A Horse’s Tale suggest about the point of view of the story?
• Where are Uncle Sam and his rider traveling, and what is their purpose? Use details from the text.
• How does Uncle Sam likely feel about this journey? Cite specific words or phrases that reveal his emotions.
•  How does Uncle Sam’s experience as an animal help readers understand what it might feel like to “belong” during a time of war?

          Page 3 — Army Maneuvers

• Which words or actions in the text show that Sgt. Ed values and respects Uncle Sam?
•  How does Sgt. Ed’s statement help develop Uncle Sam’s sense of pride and loyalty?
• Why is trust especially important between a soldier and a horse during wartime? Support your answer using details from both the text and the illustration.

         Page 4 — A Big Change

• What major decision does the Army make, and how does it change Uncle Sam’s life?
•  How does Uncle Sam’s reaction help readers understand the emotional impact of this decision on animals involved in war?
•  Why might this change be especially difficult for horses compared to humans?

        Page 5 — The Escape

• What decision do Uncle Sam and the other horses make, and what events lead up to it?
• Analyze the causes that led the horses to escape. Which reasons seem most important, and why?
• How does this moment move the story forward or change its direction?

       Page 6 — New Life Begins

• Where do the horses go after escaping, and how does their environment affect their daily lives?
• What details show how the horses must adapt to survive without humans?
•  How does seeing this experience through Uncle Sam’s perspective deepen your understanding of freedom?

       Page 7 — The Wild Herd

• What does the term wild herd mean in the context of the story?
• Compare life in the wild herd with life in the Army. What are the advantages and challenges of each?
•  What inferences can you make about what the horses must do to stay safe and survive together?

       Page 8 — Reflection & Ending

• What is a central message or theme of Uncle Sam: A Horse’s Tale? How is it developed through Uncle Sam’s experiences?
• Think about a time when you faced a major change. How does Uncle Sam’s response help you reflect on your own experience?

Journal Prompts

1.     Uncle Sam tells a true historical story from an animal’s point of view. How does his perspective help you better understand what life was like during the Civil War? Use at least two details from the text to support your thinking.

2.     Throughout the story, Uncle Sam experiences change—from Army life to freedom in the wild. Which change do you think was the most difficult for him, and why? Explain your answer using evidence from the story.

3.     Think about the lesson or message the author wants readers to learn from Uncle Sam’s experiences. How can this lesson still apply to people today? Connect the story to real life or history in your response.

1. Individual Practice

Students will complete the attached worksheet –  “Then and Now”

10.  Closing

·       Gather students together.

·       Facilitate reflection.   How does hearing a historical story from an animal’s point of view change the way you understand the events and emotions of the Civil War? Explain your thinking using examples from the text.
(Focus: point of view, historical empathy, text evidence)

·        Uncle Sam experiences loyalty, loss, and freedom throughout the story. Which of these ideas do you think is most important to the author’s message, and why? Support your answer with details from Uncle Sam’s experiences.

and Materials

and Materials

·       Worksheet “Then and Now”

·  Worksheets

·  Interactive Smart Board (if needed)

Informal: Listening skills and Class Discussion                                              Formal: Then and Now Worksheet

Formal: Exit Ticket

Small Group:

Informal: Shoulder talk; Pair and Share

Formal:  Class Discussion

• Sentence frames provided
• Teacher or peer can scribe

• Add picture cards (horse / jeep)
• Model answers orally before writing

• Add a reason why the change happened
• Write two complete comparison sentences

• Interactive Read-Aloud with Guided Discussion
  The teacher models fluent reading and historical thinking while pausing to ask text-dependent questions, clarify meaning, and guide students in making inferences and connections to historical context.
• Think-Pair-Share and Turn-and-Talk
  Students are given structured opportunities to think independently, discuss their ideas with a partner, and share responses with the class, supporting oral language development and deeper comprehension.
• Text and Illustration Analysis
  Students examine selected illustrations alongside the text to analyze how visual elements contribute to understanding character perspective, setting, and historical events.
• Explicit Vocabulary Instruction with Visual Supports
  Key academic and domain-specific vocabulary is taught directly using student-friendly definitions, visuals, and context clues to strengthen reading comprehension.
• Differentiated Instruction
  Instruction is differentiated through choices in student responses (written, oral, or visual), the use of sentence frames, and visual supports to meet diverse learning needs.
• Collaborative Learning Opportunities
  Students engage in peer discussions and partner activities to build understanding through shared thinking and collective problem-solving.

When available, instructional technology such as a document camera or interactive whiteboard is used to display the text, model student tasks, highlight key details, and provide visual support to enhance learning.

Transportation

Role of Horses

Technology Used

Impact on Uncle Sam

Reason for Change

Student Assessment Rubric – Uncle Sam: A Horse’s Tale (Grade 5)

Student Name: ______________________    Date: ____________    Teacher: ____________________