3rd Grade Social Studies

1^st Nine Weeks

Unit 1 Citizenship

Rights and Responsibilities of Good Citizenship

·   Understand characteristics of good citizenship as exemplified by historical and contemporary figures 3.11

·   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 3.11.(A)

·   Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting 3.11(C)

·   Understands the impact of group decisions on communities in a constitutional republic. 3.12

·   Give examples of community changes that result from group decisions 3.12. (A)

·   Identify examples of actions groups can take to improve the community 3.12(B)

·   Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they impact the community 3.12.(C)

Impact of Individuals on Communities                

*Holiday: Labor Day September 7 *Patriot Day September 11                                    

·   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 3.11.(A)

·   Identify historical figures such as Helen Keller, Clara Barton and contemporary figures such as  Ruby Bridges, and military and first responders who exemplify good citizenship 3.11 (B)

·   Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting 3.11(C)

·   Understands the impact of group decisions on communities in a constitutional republic. 3.12

·   Give examples of community changes that result from group decisions 3.12. (A)

·   Identify examples of actions groups can take to improve the community 3.12(B)

·   Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings 3.19

·    Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision 3.19(B)

The Impact of Groups on Communities

·   Understands the impact of group decisions on communities in a constitutional republic. 3.12

·   Give examples of community changes that result from group decisions 3.12. (A)

·   Identify examples of actions groups can take to improve the community 3.12(B)

·   Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they impact the community 3.12.(C)

·   Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings 3.19

·   use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution 3.19(A)

·    use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision3.19(B)

Unit 1 - Citizenship
- Identify the characteristics of a good citizen
- Determine the rights and responsibilities within a group
- Identify characteristics of good citizens including but not limited to justices, truthfulness, and equality

BrainPOP -Rights and Responsibilities
BrainPOP- US Symbos
BrainPOP- Statue of Liberty
Holidays.Christmas.Volunteer
Ready.Gov.Kids
911.memorial.children


Teachers' talk with students

Academic Conversation:

How would your life change if there were no rules? 

Why is obeying laws important?

What are the qualities of a good citizen?

What are the rights and responsibilities within a group? 

How do our classroom rules help us as a group?

Why is it important to listen attentively? 

Additional Activity Ideas:

-  The students will be able to create classroom rules to follow within their classroom that they will implement in order to be successful learners and build community with in their classroom. 

The learners will create a classroom declaration and sign it.

-  Compare the seal of the president and the seal of the supreme court and then create a class seal that represents the good citizenship.

-  Extension Activity:  Create two types of communities one that has good citizens with law’s and another one that doesn’t.  Give examples of their way of life and then the students will create a Venn-Diagram.  The students will then write a reflection of why laws are necessary in a community?

- Work in small groups to write a song that includes characteristics of good citizens (obeying laws, serving the community, and voting).  Use a familiar tune and sing it to the class. 

- Create a newspaper that highlights American citizens performing their daily routines and their rights to do these.

Examples; firefighters, police officers, teachers, government officials (mayor, judges, or the governor)

- TLW create a flipbook that describes four ways they will act in order to become a better citizen at home, in the classroom, and in their community.  Each sentence should contain a different quality such as honesty, respect, responsibility, perseverance and problem solving.

Unit 2 Government/History            

Celebrate Freedom Week     

   

Constitution Day, September 17

Independence Day, July 4

·   Each school district shall require that, during Celebrate Freedom Week …students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

·   Understands important ideas in historical documents at various levels of government. 3.10

·   Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights 3.10(A)

·   Describe  and explain the importance of the concept of “consent of the governed” as it relates to the functions of local, state, and national government 3.10(B)

·   The student understands how individuals, events, and ideas have influenced the history of various communities. 3.1

·   Describe how individuals, events, and ideas have changed communities, past and present. 3.1(A)

·   Identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin who have helped to shape communities 3.1(B)

·   Describe how individuals, including Daniel Boone, Christopher Columbus, and the Founding Fathers, and Juan de Onate, have contributed to the expansion of existing communities or to the creation of new communities3.1(C)

·   Understands common characteristics of communities, past and present. 3.2

·   Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being 3.2(A)

·   Identify ways in which people in the local community and other communities meet their needs of government, education, communication, transportation, and recreation 3.2(B)

·   Compare ways in which various other communities meet their needs 3.2(C)

Shaping Communities (5 Days)

·   The student understands how individuals, events, and ideas have influenced the history of various communities. 3.1

·   Describe how individuals, events, and ideas have changed communities, past and present. 3.1(A)

·   Understands common characteristics of communities, past and present. 3.2

·   Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being 3.2(A)

·   Identify ways in which people in the local community and other communities meet their needs of government, education, communication, transportation, and recreation 3.2(B)

·   Compare ways in which various other communities meet their needs 3.2(C)

The Structure of Community and Local Government (5 Days)

·   The student understands the basic structure and functions of various levels of government. 3.9

·   Describe the basic structure of government in the local community, state, and nation 3.9(A)

·   Identify local, state, and national government officials and explain how they are chosen 3.9(B)

·   Identify services commonly provided by local, state, and national governments 3.9(C)

·   Explain how local, state, and national government services are financed 3.9(D)

·   Understands the concepts of location, distance, and direction on maps and globes. 3.5

·   Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community 3.5(A)

The Structure of State Government (5 Days)

·   The student understands the basic structure and functions of various levels of government. 3.9

·   Describe the basic structure of government in the local community, state, and nation 3.9(A)

·   Identify local, state, and national government officials and explain how they are chose3.9(B)

·   Identify services commonly provided by local, state, and national governments 3.9(C)

·   Explain how local, state, and national government services are financed 3.9(D)

·   Understands the concepts of location, distance, and direction on maps and globes. 3.5

·   Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community 3.5(A)

The Structure of National Government (9 Days)

Holiday: Columbus Day, October 12

·   The student understands how individuals, events, and ideas have influenced the history of various communities. 3.1

·   Describe how individuals, including Daniel Boone, Christopher Columbus, and the Founding Fathers, and Juan de Onate, have contributed to the expansion of existing communities or to the creation of new communities3.1(C)

·   The student understands the basic structure and functions of various levels of government. 3.9

·   Describe the basic structure of government in the local community, state, and nation 3.9(A)

·   Identify local, state, and national government officials and explain how they are chosen 3.9(B)

·   Identify services commonly provided by local, state, and national governments 3.9(C)

·   Explain how local, state, and national government services are financed 3.9(D)

·   Understands the concepts of location, distance, and direction on maps and globes. 3.5

Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community 3.5(A)

2nd Nine Weeks

Unit 3 Geography

Maps and Globes

·   The student understands the concepts of location, distance, and direction on maps and globes. 3.5

·   Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community 3.5(A)

·   Use a scale to determine the distance between places on maps and globes 3.5(B)

·   Identify and use the compass rose, grid system, and symbols to locate places on maps and globes 3.5(C)

·   Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system 3.5(D)

Landforms

·   The student understands how humans adapt to variations in the physical environment. 3.4

·   Describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards 3.4(A)

·   Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains 3.4(B)

·   Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape 3.4(C)

·   Describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape 3.4(D)

·   Identify and compare the human characteristics of various regions 3.4(E)

Unit 4  Culture: Traditions and Celebrations  Around the World

Holiday: Veterans Day, November 11

·   The student understands ethnic and/or cultural celebrations of the local community and other communities 3.13

·   Explain the significance of various ethnic and /or cultural celebrations in the local community and other communities 3.13(A)

·   Compare ethnic and /or cultural celebrations in the local community with other communities 3.13(B)

·   The student understands the importance of writers and artists to the cultural heritage of communities. 3.15

·   Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities 3.15(A)

·   Explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill martin Jr. and their stories, poems, statues, and paintings and other example of cultural heritage to various communities. 3.15(B)

3^rd Nine Weeks

Unit 5 Culture/History:  Famous People

Contemporary Heroes

Holiday: Martin Luther King, Jr., January 18, Presidents’ Day, February 15

·   Understands the role of heroes in shaping the culture of communities, the state, and the nation 3.14

·   Identify and compare the heroic deeds of state and national heroes including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John “Danny” Olivas and other contemporary heroes 3.14(A)

·   Identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains 3.14(B)

·   The student understands the concepts of time and chronology. 3.3

·   Use vocabulary related to chronology, including past, present, and future times 3.3(A)

·   Create and interpret timeline 3.3(B)

·   Apply the terms year, decade, and century to describe historical times 3.3(C)

Writers and Artists Impact on Society

·   The student understands the importance of writers and artists to the cultural heritage of communities. 3.15

·   Identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities 3.15(A)

·   Explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill martin Jr. and their stories, poems, statues, and paintings and other example of cultural heritage to various communities. 3.15(B)

·   The student understands the concepts of time and chronology. 3.3

·   Use vocabulary related to chronology, including past, present, and future times 3.3(A)

Create and interpret timeline 3.3(B)

Apply the terms year, decade, and century to describe historical times 3.3(C)

Heroes Impact on Society

·   The student understands how individuals, events, and ideas have influenced the history of various communities. 3.1

·   Describe how individuals, events, and ideas have changed communities, past and present. 3.1(A)

·   Identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin who have helped to shape communities 3.1(B)

·   Describe how individuals, including Daniel Boone, Christopher Columbus, and the Founding Fathers, and Juan de Onate, have contributed to the expansion of existing communities or to the creation of new communities 3.1(C)

·   The student understands the concepts of time and chronology. 3.3

·   Use vocabulary related to chronology, including past, present, and future times 3.3(A)

·   Create and interpret timeline 3.3(B)

·   Apply the terms year, decade, and century to describe historical times 3.3(C)

Biographical Presentations

·   The student understands the concepts of time and chronology. 3.3

·   Use vocabulary related to chronology, including past, present, and future times 3.3(A)

·   Create and interpret timeline 3.3(B)

·   Apply the terms year, decade, and century to describe historical times 3.3(C)

·   Applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology 3.17

·    Research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources 3.17 (A)

·   Sequence and categorize information3.17 (B)

·   Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting 3.17 (C)

·   Use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet searches, to locate information 3.17 (D)

·   Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps 3.17 (E)

·   Use appropriate mathematical skills to interpret social studies information such as maps and graphs 3.17 (F)

·   Communicates in written, oral, and visual forms 3.18

·   Express ideas orally based on knowledge and experiences 3.18 (A)

·   Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas3.18 (B)

·    Use standard grammar, spelling, sentence structure, and punctuation 3.18 (C)

Unit 6  Science Technology and Society

·   Understands how individuals have created or invented new technology and affected life in various communities, past and present 3.16

·   Identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur 3.16(A)

·   Identify the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities 3.16(B)

·   Applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology 3.17

·    Research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources 3.17 (A)

·   Sequence and categorize information3.17 (B)

·   Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting 3.17 (C)

·   Use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet searches, to locate information3.17 (D)

·   Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps 3.17 (E)

·   Use appropriate mathematical skills to interpret social studies information such as maps and graphs 3.17 (F)

·   Communicates in written, oral, and visual forms 3.18

·   Express ideas orally based on knowledge and experiences 3.18 (A)

·   Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas 3.18 (B)

·    Use standard grammar, spelling, sentence structure, and punctuation 3.18 (C)

4^th Nine Weeks

Unit 7 Geography: Adaptations

·   The student understands how humans adapt to variations in the physical environment. 3.4

·   Describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards 3.4(A)

·   Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains 3.4(B)

·   Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape 3.4(C)

·   Describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape 3.4(D)

·   Identify and compare the human characteristics of various regions 3.4(E)

Unit 8  Economics

Scarcity: Economics Impacts Every Aspect of Our Daily Lives(5 Days)

·   Understands the concept of the free enterprise system 3.7

·   Define and identify examples of scarcity 3.7(A)

·   Explain the impact of scarcity on the production, distribution, and consumption of goods and services 3.7(B)

·   Explain the concept of a free market as it relates to the U.S. free enterprise system 3.7(C)

Supply and Demand:

Economics Impacts Every Aspect of our Daily Lives

·   Understands how businesses operate in the U.S. free enterprise system 3.8

·   Identify examples of how a simple business operates 3.8(A)

·   Explain how supply and demand affect the price of a good or service 3.8(B)

·   Explain how the cost of production and selling price affect profits 3.8(C)

·   Explain how government regulations and taxes impact consumer costs 3.8(D)

·   Identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses 3.8(E)

          

Advertising:  Economics Impacts Every Aspect of our Daily Lives

·   Understands how businesses operate in the U.S. free enterprise system 3.8

·   Identify examples of how a simple business operates 3.8(A)

·   Understands the concept of the free enterprise system 3.7

·   Explain the impact of scarcity on the production, distribution, and consumption of goods and services 3.7(B)

·   Explain the concept of a free market as it relates to the U.S. free enterprise system 3.7(C)

·   Understands the purposes of earning, spending, saving, and donating money. 3.6

·   Identify ways of earning, spending, saving, and donating money. 3.6 (A)

Earning, Spending, and Saving Money: Economics Impacts Every Aspect of our Daily Lives

·   Understands the purposes of earning, spending, saving, and donating money. 3.6

·   Identify ways of earning, spending, saving, and donating money. 3.6 (A)

·   Create a simple budget that allocates money for spending, saving, and donating. 3.6 (B)

Entrepreneurs: Economics Impacts Every Aspect of our Daily Lives

·   Understands how businesses operate in the U.S. free enterprise system 3.8

·   Identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses 3.8(E)