Social Studies: Third Grade 2016 - 2017
Social Studies: Third Grade
In third grade, students begin to explore more complex concepts and ideas from civics, economics, and local government. This course offers a variety of learning experiences focusing on economics and local government. Throughout the year, the students will have opportunities to see how they impact their community and government and how the community and government impact them. We will also discuss their role of being a good citizen and how it influences others.
Course Information:
Frequency & Duration: Averaging 30 minutes; 5 days per week; full year
Text: Pearson My World Social Studies; We Are Connected
Content: Local Government / Duration: September/October (9 weeks)Essential Question: / How does local government help us?
Skill: / · Identify the roles of the three branches of (Local) Government
· Identify how laws are made in the local community
· Identify services performed by the local government
· Identify positions of authority at school and community
· Explain the purpose for elections
Assessment: / · Given the roles of the three branches of government, students are able to identify the roles.
· Given the laws on the local level, students will be able to identify how they are made
· Given services performed, students will be able to identify services performed by the local government
· Given positions of authority at school and community students will identify them
· Given elections, students are able to explain their purpose
Resources: / Chapter 4, Lesson 3 (144-148)
Optional-Leveled Readers
Standards: / 5.3.3.A. Identify the roles of the three branches of government. (local level)
5.3.3.B. Identify how laws are made in the local community.
5.3.3.C. Identify services performed by the local governments.
5.3.3.D. Identify positions of authority at school and community.
5.3.3.E. Explain the purpose for elections.
Vocabulary: / Law- the whole system or set of rules made by the government of a town, state, country, etc.; Local Government Branches- mayor, magistrate, and city council; Services- the action of helping or doing work for someone; Elections- a formal and organized process of electing or being elected, especially members of a political body
Comments
Essential Question: / What are the rules, laws, and consequences in community, school, and classroom?
Skill: / · Explain the purpose of rules, laws, and consequences
· Examine school rules and consequences
· Understand the rule of law in protecting property rights, individual rights, and the common good
· Explain rules and laws for the classroom, school, and community.
· Define the principles and ideals shaping local government
Assessment: / · Given rules, laws, and consequences, students are able to explain their purpose
· Given the rule of law, property rights, individual rights, and common good, students are able to understand their purpose.
· Given rules and laws for the classroom, school, and community, students are able to explain their function
· Given the principles and ideals that shape local government, the students will be able to define them
Resources: / Chapter 5, Lesson 1 (160-165)
optional-leveled readers
Standards: / 5.1.3.A. Explain the purposes of rules, laws, and consequences.
5.1.4.A. Examine school rules and consequences.
5. 5.A. Understand the rule of law in protecting property rights, individual rights and the common good
5.1.3.B. Explain rules and laws for the classroom, school, and community.
5.1.3.C. Define the principles and ideals shaping local government.
Vocabulary: / Common good- the good of everyone in a community; Consequences-something that happens because of what a person does; Laws-a rule that a community makes; Rules- one set of explicit or understood regulations of principles governing conduct within a particular activity or sphere;
Comments
Content: Community Involvement / Duration: November/December (9 weeks)Essential Question: / How do you participate in your community?
Skill: / · Identify leadership and public service opportunities in the school and community.
· Describe how citizens participate in school and community activities
· Identify specific ways individuals participate in school and community activities
Assessment: / · Given leadership and public service opportunities in the school and community, the students are able to identify them.
· Given school and community activities, students will be able to describe how citizens participate.
Resources: / Chapter 5, Lesson 1 (160-164)
Optional-leveled readers
Standards: / 5.2.3.C. Identify leadership and public service opportunities in the school, community, state, and nation.
5.2.3.D. (4.D) Describe how citizens participate in school and community activities.
5.2.5.D. Identify specific ways individuals participate in school and community activities.
Vocabulary: / Citizen- an inhabitant of a particular town or city
Comments:
Essential Question: / What are your personal rights and responsibilities and the rights and responsibilities of others?
Skill: / · Identify personal rights and responsibilities
· Identify individuals and others rights and needs in the classroom school and community
Assessment: / · Given personal rights and responsibilities, students will be able to identify them.
· Given both individual and others rights and needs in the classroom, school, and community, students will be able to identify them
Resources: / Chapter 5, Lesson 1 (160-165)
Optional-leveled readers
Standards: / 5.2.3.A. Identify personal rights and responsibilities.
5.2.4.A. Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.
Vocabulary: / Responsibilities- the state or fact of having a duty to deal with something or having control over someone; Rights- a moral or legal entitlement to have or obtain something or to act in a certain way
Comments:
Essential Question: / How can students get along?
Skill: / · Identify and describe sources of conflict and ways to resolve
· Identify behaviors that promote cooperation among individuals.
Assessment: / · Given sources of conflict and disagreement and different ways conflict can be resolve students will be able to identify and describe them.
· Given behaviors that promote cooperation among individuals, students will be able to identify them.
Resources: / Olweus Bullying Prevention Program
Chapter 5 (166-167)
Standards: / 5.2.3.B. Identify the sources of conflict and disagreement and different ways conflict can be resolved.
5.2.4.B. Describe the sources of conflict and disagreement and different ways conflict can be resolved.
5.2.5.B. Identify behaviors that promote cooperation among individuals.
Vocabulary: / Bully- a person who uses strength or power to harm or intimidate those who are weaker; Conflict- a serious disagreement or argument; Cooperation- the process of working together to the same end; Resolutions- the action of solving a problem, dispute, or contentious matter
Comments:
Essential Question: / Do you have what you need and how get it?
Skill: / · Define scarcity and identify examples of resources, wants, and needs
· Identify scarcity of resources in a local community
· Explain how limited resources and unlimited wants cause scarcity
· Identify needs and wants of people and examples of natural, human, and capital resources
· Recognize the difference between basic needs and wants
· Explain the roll of producers in making goods and providing services.
· Explain ways in which people meet their basic needs and wants
· Demonstrate the use of human and capital resources in the production of a specific good.
Assessment: / · Given scarcity, students will identify examples of resources, wants and needs
· Given scarcity of resources, students are able to identify resources in a local community
· Given limited resources, students will explain how unlimited wants cause scarcity.
· Given the needs and wants of people, students are able to identify examples of natural, human, and capital resources
· Given the difference between basic needs and wants, students are able to recognize them
· Given the role of producers, students will explain them
· Given needs and wants, students are able to explain ways in which their needs and wants are met
· Given human and capital resources, students are able to demonstrate how they are used in production of a specific good
Resources: / Chapter 7, Lesson 1 (226-230)
Optional-Leveled Readers
Standards: / 6.1.3.A. Define scarcity and identify examples of resources, wants, and needs
6.1.4.A. Identify scarcity of resources in a local community.
6.1.5.A Explain how limited resources and unlimited wants cause scarcity.
6.1.3.B. Identify needs and wants of people. Identify examples of natural, human, and capital resources.
6.1.4.B. Recognize the difference between basic needs and wants.
6.1.5.B. Explain ways in which people meet their basic needs and wants.
Vocabulary: / Capital Resources- a tool or building that a business needs to make and deliver a product; Human Resources- the workers who produce goods and services; Natural Resource- something from nature that causes great harm or damage to people and their property; Producers- someone who makes and sells a product or service; Scarcity- what happens when the supply of a product is not enough to meet the demand for it
Comments
Content: Choice / Duration: February/March (9 weeks)Essential Question: / What will you choose and why?
Skill: / · Explain what is given up when making a choice
· Illustrate what individuals or organizations or organizations give up when making a choice.
· Explain how peoples choices have different economic consequences
· Identify reasons why people make a choice
· Explain influences on choices
· Demonstrate how availability of resources affects choices
· Identify types of advertising designed to influence personal choice.
Assessment: / · Given a choice, students are able to explain what is given up
· Given a choice, students are able to illustrate what individuals or organizations give up
· Given economic consequences, students are able to explain the effect of peoples choices
· Given options, students are able to identify why they made their choice.
· Given options, students are able to explain what influenced their choice.
· Given options students can demonstrate how the availability of resources affected their choices.
· Given options, students can identify type of advertising designed to influence personal choice.
Resources: / Chapter 7, Lesson 1 (226-230)
Optional-Leveled Readers
Standards: / 6.1.3.C. Explain what is given up when making a choice.
6.1.4.C. Illustrate what individuals or organizations give up when making a choice.
6.1.5.C. Explain how people’s choices have different economic consequences.
6.1.3.D. Identify reasons why people make a choice.
6.1.4.D. Explain what influences the choices people make
6.1.5.D. Demonstrate how availability of resources affects choices.
6.2.3.C. Identify types of advertising designed to influence personal choice.
Vocabulary: / Choice- the act of selecting or making a decision when faced with two or more possibilities
Comments
Content: Goods, Service, Buyers, and Sellers / Duration: February/March (9 weeks)Essential Question: / Should I buy this or should I buy that?
Skill: / · Identify in a local community, goods, services, consumers, and producers
· explain how a product moves from production to consumption
· Identify competing sellers in the local market
· Determine how sellers compete with one another
· Identify types of advertising designed to influence personal choice.
· Define price and how process very for products
· Explain the role of buyers and sellers in determining prices of products
Assessment: / · Given our local community, students are able to identify the various goods, services, consumers, and producers.
· Given options, students are able to explain how a product moves from production to consumption
· Given options, students are able to identify competing sellers in the local market
· Given options, students are able to determine how sellers compete with one another
· Given options, students can identify type of advertising designed to influence personal choice.
· Given options, students can define price and how prices vary for products
· Given options, students can explain the role of buyers and sellers in determine prices of products
Resources: / Chapter 7, Lesson 2 (235-238)
Optional-Level Readers
Standards: / 6.2.3.A. Identify goods, services, consumers, and producers in the local community.
6.2.4.A. Explain how a product moves from production to consumption.
6.2.3.B. Identify competing sellers in the local market.
6.2.4.B. Determine how sellers compete with one another.
6.2.3.D. Define price and how prices vary for products.
6.2.4.D. Explain the role of buyers and sellers in determining prices of products
Vocabulary: / Consumer- someone who buys a product or service; Goods- something that can be bought or sold; Producer- someone who makes and sells a product or service; Product- a good; Service-work that someone does for someone else
Comments:
Content: Government Goods and Services / Duration: February/March (9 weeks)Essential Question: / How does the government help you?
Skill: / · Identify goods and services provided by the government
· Explain how government responds to social needs by providing public goods and services
· Describe the cost and benefits of government economic programs
· Identify examples of government involvement in local economic activities
Assessment: / · Given goods and services, students are able to identify what the government provides
· Given social needs, the student can explain how the government responds by providing goods and services
· Given options, students can describe the cost and benefits of the government economic programs
· Given options, students can identify examples of government involvement in local economic activities
Resources: / Chapter 7, Lesson 3 (240-244)
Optional-Leveled Readers
Standards: / 6.3.3.A. Identify goods and services provided by the government.
6.3.4.A. Explain how government responds to social needs by providing public goods and services.
6.3.5.A. Describe the cost and benefits of government economic programs.
6.3.3.B. Identify examples of government involvement in local economic activities.
Vocabulary: / Good- something that can be bought or sold; Government- a group of people who make laws for a community; Service- work that someone does for someone else
Comments: