Northampton County Schools Third Grade Social Studies Curriculum Map 2012-2013 DRAFT
Subject: Social StudiesGrade Level: 3rd Grade
Unit Title: Community and Me / Timeframe Needed for Completion: 4 ½ weeks
Grading Period: 1st nine weeks
Big Idea/Themes: Civics & Governance
Understandings:
· Local governments may develop differently from each other over time.
· Local governments establish rules and laws that responsible citizens must observe.
· Local governments are patterned after state and national government for the protection and benefit of the citizens.
· Local government often provides services to the citizens of the community.
· Local government is often based on principles of shared authority, fairness, and equality.
· Citizens can contribute to the political, social, and economic development of their community.
· Responsible citizens can contribute to the well being of their environment.
· Responsible citizens who consider the well being of their environment can help make positive changes in the community.
· People of all ages can be active within their schools and community.
· Active participation of all in the governmental process is important to the endurance of the democratic process.
Essential Questions:
*How are governments created, structured,
maintained, and changed?
*What are the roles and responsibilities of
government?
*How do the structures and functions of
government interrelate?
*What would happen if we had no government?
*What are the roles and responsibilities of citizens
in a democracy?
*What kinds of things do “good” citizens do?
*Who should govern/rule?
*Should the majority always rule?
*Why do we have rules and laws?
*What would happen in we didn’t have rules and
laws?
*Who should make rules/laws?
*Is it ever o.k. to break the law? / Vocabulary:
*Local Government: Mayor – Town
Commissioners – court system
*Board of commissioners – elected
*County manager - appointed
*At the school: Superintendent – Principal –
Teachers – students are “citizens”
*executive branch
*legislative branch
*judicial branch
*mayor
*election
*rules
*laws
*govern
*government
*democracy
*http://www.factmonster.com/ipka/A0774837.html
*http://www.congressforkids.net/Constitution_threebranches.htm
*http://www.msha.gov/SOLICITOR/KIDS/kidspage.htm
*teacher tube videos (3 branches of government) / Performance Assessment Tasks:
*Read and discuss several stories involving
examples of citizenship – students will compose a
written description of the behaviors constituting
good citizenship.
*Students will create a classroom community
outlining the civic responsibilities of its members.
*Field Trip to Jackson – break it up into 3 rotating
sections: tour the court house, county Sheriff’s
Office, county manager
Options:
*Make a set of class rules together – vote on them – may want to use “ballots”
*Have a class “election” – Class President, etc.
*www.educationworld.com/a_lesson/00-2/lp2085.shtml
(election scavenger hunt – students bring in newspaper articles based on 2012 election).
· http://www.northamptonnc.com/
Northampton county website
Social Studies / Language Arts
1st 9 Weeks: Community and Me / Informational Texts / Writing / Speaking/Listening
3.C&G.1 Understand the development, structure and function of
local government.
3.C&G.1.1 Summarize the historical development of local
governments.
3.C&G.1.2 Describe the structure of local government and how it
functions to serve citizens.
3.C&G.1.3 Understand the three branches of government, with an
emphasis on local government.
3.C&G.2 Understand how citizens participate in their communities.
3.C&G.2.1 Exemplify how citizens contribute politically, socially
and economically to their community.
3.C&G.2.2 Exemplify how citizens contribute to the well-being of
the community’s natural environment.
3.C&G.2.3 Apply skills in civic engagement and public discourse
(school, community) / 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
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a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Materials:
Literature Suggestions:
We the Kids by David Catrow
Becoming a Citizen by Sarah De Capua
Paying Taxes by Sarah De Capua
The Voice of the People by Betsy Maestro and Giulio Maestro
America Votes: How Our President is Elected by Linda Granfield
Information on branches of government, constitution, and responsibilities of citizens - http://bensguide.gpo.gov/
The People, The Preamble, and thePresidents- http://commoncore.org/maps/index.php/maps/grade_3_unit_4/
City hall, mayor, city council- http://www.hud.gov/kids/ch/ch3s_intro.html
Citizenship Lesson: http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Civics/CIV0014.html
Citizenship Lesson: http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Civics/CIV0012.html
Subject: Social Studies
Grade Level: 3rd Grade
Unit Title: Does Everything Change? / Timeframe Needed for Completion: 4 ½ weeks
Grading Period: 2nd nine weeks
Big Idea/Themes: Culture/Economics & Financial Literacy - needs vs. wants, goods/services, supply & demand, entrepreneurs
Understandings:
· A variety of languages and cultural traditions contribute to the cultural diversity of places.
· Values, beliefs, and traditions often influence how people live in various local and regional communities.
· How people view themselves and their communities can be expressed through art.
· People are often influenced by the beliefs, traditions and values of other cultures.
· True stories can be used to explore the beliefs, traditions, values and relationships of various cultures.
· Supply and demand affects the economic choices of individuals - depends on location
· Resources often influence economic growth in communities.
· The decisions of people to locate, develop and make use of natural resources in particular regions will influence economic development.
· Entrepreneurs often make business decisions based on the needs and desires of consumers.
· The needs of consumers change from region to region.
Essential Questions:
*Why should we be interested in/study other
cultures?
*Who are the "heroes" and what do they reveal
about a culture?
*How and why do we celebrate holidays?
*Do the arts reflect or shape culture?
*What can we learn about a culture through its art
forms?
*Why do we have money?
*What is the difference between ‘needs’ and
‘wants’?
*How does technology make your life easier?
*How are supply & demand interrelated?
*What impact does scarcity have on the
production, distribution, and consumption of
goods and services?
*Why do people start their own business?
*How does the free market system affect my life?
…our community? …our society? …the world? / Vocabulary:
*culture
*diversity
*environment
*absolute location
*relative location
*adapt
*movement
*human-environment interaction
*supply & demand
*entrepreneur
*market economy – an economy in which most goods and services are produced and sold through free markets
*scarcity / Performance Assessment Tasks:
*Students will be research different cultures around
the world.
*Hero project – Pick an example of a hero from
your community (it can be a “hero job” i.e.
fireman, policeman, teacher, etc. or an actual
person from the community) – focus on the job of
the hero and why that person is thought to be a
hero.
*Research holidays from around the world.
Compare/contrast.
*Students will create a poster by searching
different examples of needs and wants in various
magazines, etc.
*Research an entrepreneur and take notes on
growing up years, how they were inspired to start
their business, what was unique about their
business ideas, and how they have given back to
the community.
*Community involvement: Have local businesses
come into the classroom to discuss the
opportunities and risks involving owning a
business (entrepreneurship).
*Math problems involving money.
*Ask students what they think it would be like to travel to a faraway country where the customs are very different from their own. What would it be like on the first day of the trip? Would students know how to behave and what to wear? How could they find out? How would they cope in a place where they didn’t speak the language?
Social Studies / Language Arts
2nd 9 Weeks: Does Everything Change? / Informational Texts / Writing / Speaking/Listening
3.C.1 Understand how diverse cultures are visible in local and regional communities.
3.C.1.1 Compare languages, foods and traditions of various groups
living in local and regional communities.
3.C.1.2 Exemplify how various groups show artistic expression
within the local and regional communities.
3.C.1.3 Use non-fiction texts to explore how cultures borrow and
share from each other (foods, languages, rules, traditions
and behaviors).
3.E.1 Understand how the location of regions affects activity in a market economy.
3.E.1.1 Explain how location impacts supply and demand.
3.E.1.2 Explain how locations of regions and natural resources
influence economic development (industries developed
around natural resources, rivers and coastal towns).
3.E.2 Understand entrepreneurship in a market economy.
3.E.2.1 Explain why people become entrepreneurs.
3.E.2.2 Give examples of entrepreneurship in various regions of our
state. / 6. Distinguish their own point of view from that of the author of a text.
8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
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1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / 1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
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a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Materials:
Supply and demand lesson located in teaching resources file
Website: http://www.realtrees4kids.org/ninetwelve/supply.htm (supply and demand, market economy- look under Grades 9-12)
Supply and Demand Activity: http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
http://www.financial-inspiration.com/famous-entrepreneurs.html
Classroom activities for supply and demand – Social Studies Online
smckids.com/learnandearn
Lemonade for Sale – Imagine It series
Books containing diversity issues
A Nepalese Village and your town: What’s the Difference? Lesson
http://www.nationalgeographic.com/xpeditions/lessons/10/g35/nepalvillage.html
Subject: Social Studies
Grade Level: 3rd Grade
Unit Title: The World We Live In / Timeframe Needed for Completion: 4 ½ weeks
Grading Period: 3rd Nine Weeks
Big Idea/Themes: Geography & Environmental Literacy
Understandings:
· Places are often located by absolute and relative positions.
· Places form and change as a result of human and physical characteristics.
· Humans will interact with their environment in order to meet their needs
· Places are often connected with one another through movement of goods, people and ideas.
· Many factors can contribute to a region’s identity.
· Regions are often distinguished by their physical, human, and cultural characteristics.
Essential Questions:
*How do I describe where I live (relative/absolute
location)?
*How does where I live influence “how” I live?
*How have humans changed the environment?
*How does geography, climate and natural
resources affect the way people live and work?
Why do people move? When people choose to
move it can impacts on various communities
(immigration, migration, cultural diversity, the
environment).
*What do we mean by ‘region’?
*What story do maps and globes tell?
*How and why do maps and globes change? / Vocabulary: