Troup County School System Social Studies Curriculum Map Third Grade ~ Unit 3 Each underlined standard/element is a direct link to formative assessment examples. Note: In 1st grade, students read about and discussed the lives of historical figures in American history, described how they displayed positive character traits, and described their cultural and geographic systems. In 2nd grade, students read about and discussed the lives of the Creek and Cherokee and historical figures in Georgia history, gave examples of how they demonstrated positive character traits, and described the cultural and geographic systems associated with Georgia’s Creek and Cherokee.
New learning is to discuss how Franklin Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon Johnson, and Cesar Chavez expanded rights and freedoms, discuss their positive character traits, and describe the cultural and geographic systems associated with them.
Continue to use an anchor chart to list facts about these historical figures and a map to chart their travel and movement. Use these tracks of learning to review the historical figure(s) you have already taught as well as to compare and contrast them.
Pacing: Thurgood Marshall – about 7 days, Economics – 4 days, Cesar Chavez – about 7 days, Our Government – about 15 days, Lyndon B. Johnson – about 7 days, Review – about 4 days Thurgood Marshall / Our Government / Lyndon B. Johnson / Cesar Chavez / Economics GMAS Content Weights: History - 30%, Geography – 20%, Government/Civics – 30%, Economics – 20% Informational Process Skills: Map Skills 2. Organize items chronologically 3. Use a letter/number grid system to determine location 4. Distinguish between fact and fiction 5. Use inch to inch map scale to determine distance on map 5. Identify main idea, details, sequence of events, and cause and effect 7. Use a map to explain impact of geography on historical and current events 11. Draw conclusions and make generalizations 9. Use latitude and longitude to determine location 13. Translates dates into centuries, eras, or ages
Thurgood Marshall ~7 days Civil Rights (H2.a,b; CG2.a,b,c) – about 5 days Location(G2.a,b,c,d,e ) – about 2 days GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions)
Troup County Schools 2016-2017 1 3rd Grade Social Studies Map Third Quarter Thurgood Marshall Thurgood Marshall Thurgood Thurgood Marshall Thurgood Marshall SS3H2 The student will SS3H2, SS3CG2 Marshall SS3H2 SS3H2, SS3CG2 discuss the lives of SS3H2, a. (DOK2) Discuss the life of Thurgood Americans who expanded SS3CG2 Marshall and his impact on people’s rights Activating Strategies people’s rights and (Vocabulary you and freedoms (hard worker, intelligent, Thurgood Marshall – freedoms in a democracy. might use in successful, did not work for money, but biography and video (H2, G2, Individuals, Groups, and How did Thurgood Marshall discussions as worked for social change) CG2) Institutions expand people’s rights and you teach) a. Thurgood Marshall (civil freedoms? Thurgood Thurgood Marshall rights) Marshall flipchart- Day 1 Choose Civil Rights some slides/embedded video Lawyer to spark curiosity Supreme Discovery Education: Court Justice Brown v Board of Education Conflict and Change What social barriers did b. (DOK 2) Discuss how Marshall’s life was Social Barriers (3:08) b. Explain social barriers, Thurgood Marshall have to influenced by social barriers, restrictions, Segregation restrictions, and obstacles overcome? How did he and obstacles and how he overcame them The Supreme Court (1:38) that these historical figures overcome them? Integrated (reading the Constitution, living in during had to overcome and segregation, rejection from Maryland Law I do/ We do describe how they overcame School) Discovery Education: them. Brown v Board of Education (3:08) The Supreme Court (1:38)
Thurgood Marshall – PowerPoint (can be used as a review) Thurgood Marshall – interactive American Heroes Series Biography/ Students make a graphic organizer to record important facts about person
Thurgood Marshall: Thurgood Marshall flipchart- Day 1 Fill in questions on board Thurgood Marshall flipchart- Day 2 response sheet Resources continued on
Troup County Schools 2016-2017 2 3rd Grade Social Studies Map Third Quarter the next page
Thurgood Marshall ~ continued GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) Thurgood Marshall Thurgood Marshall Thurgood Marshall SS3CG2 The student will discuss SS3CG2 SS3CG2 1000 Readers #22 the character of different historical Positive a. (DOK 2) Describe how Thurgood figures in SS3H2a. character traits Marshall displayed positive character Georgia Experience: Individuals, Groups, and Institutions traits of cooperation, diligence, courage Justice Chapter 11 a. Describe how the different and leadership (successful lawyer, worked Diligence historical figures in SS3H2a display with NAACP, worked with LBJ for civil Georgia Studies Weekly: positive character traits of How did Thurgood Liberty rights, etc.) #15 Justice and Tolerance cooperation, diligence, courage, and Marshall exhibit Respect for and #21 American Justice leadership. positive character acceptance of traits? authority You do b. Explain how the historical figures b. (DOK2) Explain how Thurgood Marshall Thurgood Marshall – in SS3H2a used positive character supported his beliefs by using liberty, character trait organizer traits to support their beliefs in justice, tolerance, and freedom of (writing) liberty, justice, tolerance, and conscience and expression to help bring freedom of conscience and about social change Thurgood Marshall – mini expression. book (differentiation) c. Explain how the historical figures c.(DOK2) Explain how Thurgood Marshall in SS3H2a chose when to respect chose to respect and accept and accept Thurgood Marshall – and accept authority. authority while lawfully working to bring location about social change Be sure to identify these locations on your United States classroom map as well. Thurgood Marshall – printable book
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Troup County Schools 2016-2017 3 3rd Grade Social Studies Map Third Quarter Thurgood Marshall ~ continued GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) Thurgood Marshall Thurgood Marshall Thurgood Marshall Assessments SS3G2 SS3G2 SS3G2 Georgia Studies Weekly The student will describe the In which U.S. region was a. d. (DOK 1) Locate the places where Teacher Resource Book Pgs. cultural and geographic Thurgood Marshall born? Thurgood Marshall lived, worked and 9 -12 systems associated with the In which two U.S. regions traveled (Maryland, Washington, D.C.) historical figures in SS3H2a. did Thurgood Marshall Make a mobile with Thurgood Location work? Marshall and add facts about a. Identify on a political map his life underneath his picture specific locations significant to (differentiated) the life and times of these historic figures. Fill in Historical Figures Conflict and Change How did where Thurgood b. (DOK 2) Describe how the place Anchor Chart for Thurgood b. Describe how place (physical Marshall live impact his Marshall lived had an impact on him Marshall and human characteristics) had life? (segregation, Univ. of Maryland) an impact on the lives of these American Heroes anchor historic figures. chart (complete section for c. Describe how each of these How was Thurgood c. e.(DOK2) Describe how Marshall Thurgood Marshall) historic figures adapted to and Marshall influenced by his adapted to and was influenced by his was influenced by his/her environment? environment (segregation, movie theatre, environment. successful NAACP lawyer, Brown vs. After teaching Thurgood BOE, etc) Marshall, add his picture to Location What examples of travel your classroom timeline. d. Trace examples of travel and and movement were movement of these historic significant during Thurgood Rights and Freedoms for figures and their ideas across Marshall’s lifetime? Everybody-unit from GA time. Frameworks Conflict and Change What affect did location e. Describe how the region in and culture have on which these historic figures Thurgood Marshall’s work lived affected their lives and had to improve civil rights? an impact on their cultural identification.
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Economics
Troup County Schools 2016-2017 4 3rd Grade Social Studies Map Third Quarter Economics: Interdependence and Trade (E3) – about 4 days GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) Economics Economics Economics Economics Economics SS3E3 The student will give SS3E3 SS3E3 SS3E3 SS3E3 examples of Vocabulary you might use in Activators interdependence and trade How do buyers and sellers discussions as you teach a. (DOK2) Describe the Partners make list of what and will explain how help each other? Inter-dependence interdependence of you need to buy in order to voluntary exchange producers and consumers of start a lemonade stand. Currency benefits both parties. goods/ services- Discuss with students what a. Describe the Local interdependence (buyers and they need, the cost of items interdependence of Good sellers in a market economy they’ll need, and how to consumers and producers of Service need for a customer to buy determine the price they’ll goods and services. the product made, as well as charge for each cup. Discuss Producers a need for the product to what would happen if you Consumers spend the money on) charge a higher price, what happens if lemonade doesn’t b. Describe how goods and How do sellers know how Supply b.(DOK2) Describe how sell, etc) services are allocated by much to charge for certain goods and services are Demand price in the marketplace. items? allocated by price in the Discovery Education: Scarcity marketplace (How sellers Value and Price (3:42) How do buyers and sellers Manufacturing decide how much to charge E2.a,b exchange goods and services for their products due to Opportunity cost Means of Exchange: Money with each other? scarcity, supply and demand, Spending cost of manufacturing, etc.) and Goods (3:53) E3.d Saving I do/We do Profit Georgia Experience: Expenses *Chapter 16 c. Explain that some things How do grocery stores get Shipping c. (DOK2) Explain that some are made locally, some the food to sell at the store? goods are made locally, while Georgia Weekly: Trading elsewhere in the country, and Where do the products in others are made elsewhere in *Week 17 some in other countries. stores come from? Voluntary Exchange the state or in other countries *Week 19 and shipped to marketplaces
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Economics: Interdependence and Trade (E3) – continued
Troup County Schools 2016-2017 5 3rd Grade Social Studies Map Third Quarter GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) Economics SS3E3 SS3E3 SS3E3 SS3E3 SS3E3 The student will give Yen d.(DOK1) Explain that most examples of countries create their own I do/We do Ruble interdependence and trade currency for use as money Balancing Act - supply and and will explain how Euro demand activity E3.a,b voluntary exchange Dollar benefits both parties. Making Connections – d. Explain that most countries activity E3.a,b create their own currency for use as money. Supply and Demand – activity E3.b (differentiation (Note: In Kindergarten, higher) students explained how money is used to purchase goods and services. In 1st World Market – activity E3.c grade, they explained how (differentiation research) people make choices because of scarcity and You do described how people are Lemonade Stand – review producers and consumers. In activity (E1, E2, E3) 2nd grade, they identified (differentiation/ approaching) ways to allocate goods and services and explained that Assessments people usually use money to obtain goods and services Georgia Studies Weekly and how money makes trade Teacher Resource Second easier than barter. New Quarter learning is to give examples of interdependence, explain that things are made locally, somewhere else in the country, or in another Click here for other lessons country, and explain that and resources most countries create their own currency.)
Cesar Chavez (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 days Cesar Chavez: Workers’ Rights (H2, CG2) 5 days, Location (G2) 2 days
Troup County Schools 2016-2017 6 3rd Grade Social Studies Map Third Quarter Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) Cesar Chavez Cesar Chavez Cesar Cesar Chavez Cesar Chavez SS3H2 The student will SS3H2 Chavez SS3H2 SS3H2, SS3CG2 discuss the lives of SS3H2, a.(DOK2) Discuss the life of Cesar Chavez Americans who How did Cesar Chavez expand SS3CG2 and his impact on people’s rights and Activators expanded people’s rights people’s rights and freedoms? Vocabulary freedoms (his grandfather’s escape from Discovery Education: and freedoms in a you might Mexican slavery, his family losing everything Cesar Chavez: Leader of democracy. What were some things that use in during the Great Depression and becoming California’s Migrant Workers Cesar Chavez did to help bring discussions migrant farm workers, founded first migrant (4:50 Individuals, Groups, and change for farm workers? as you farm workers union, etc.) Institutions teach Cesar Chavez – a. Cesar Chavez Why did Cesar Chavez feel that Cesar location/map skills (workers’ rights) there needed to be change for Chavez (after discussing location)
farm workers? Worker Be sure to identify these Rights locations on your United States classroom map as Migrant well. farm workers Cesar Chavez – interactive Labor American Heroes Series Boycott Biography/ Students make a Pesticides graphic organizer to record important facts about Crops person Strike Conflict and Change What obstacles did Chavez Restrictions b. Explain the social barriers, restrictions and Cesar Chavez – biography b. Explain social barriers, have to overcome? obstacles Chavez had to overcome and how response sheet Obstacles restrictions, and obstacles he overcame them (poverty, spoke Spanish, (differentiation/ worksheet that these historical figures migrant, poor living conditions, organized advanced group research) had to overcome and voters, fasted, organized strikes and boycotts, describe how they etc.) I Do/We Do overcame them. Cesar Chavez – printable book
Cesar Chavez – flipchart- Day 1
Cesar Chavez – PowerPoint (can be used as a review)
Resources continued on the next page Troup County Schools 2016-2017 7 3rd Grade Social Studies Map Third Quarter Cesar Chavez - continued Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) SS3CG2 The student will Positive SS3CG2 I Do/We Do discuss the character of How did Cesar Chavez’s character a.b.(DOK2) Describe how Chavez displayed/ Georgia Experience: different historical figures in words and actions help traits used character traits to support his belief in Chapter 13 SS3H2a. farm workers in California? Justice liberty, justice, tolerance, and freedom of Georgia Weekly: Individuals, Groups, and conscience (forming the first migrant farm Week 24 Institutions Diligence workers union, seeing little social change a. Describe how the different How did Cesar Chavez while working, assembling strikes, boycotts 1000 Readers #97 historical figures in SS3H2a exhibit positive character and marches to bring attention to hardships display positive character traits traits? and change laws, awarded the Presidential You Do of cooperation, diligence, US Medal of Freedom for his achievements Make a boycott or strike courage, and leadership. for workers’ rights etc.) poster illustrating the b. Explain how the historical In which U.S. region was Southwest problems the migrant workers figures in SS3H2a used positive Cesar Chavez born? California wanted changed character traits to support their Where did Cesar Chavez’s beliefs in liberty, justice, family move to find work? Pacific Cesar Chavez – character tolerance, and freedom of Coast trait organizer conscience and expression. Assessments c. Explain how the historical c. (DOK2) Explain how Chavez chose to Georgia Studies Weekly figures in SS3H2a chose when respect and accept authority (worked within Teacher Resource Fourth to respect and accept authority the laws to bring about social Quarter pages 21-24
SS3G2 The student will SS3G2 SS3G2 SS3G2 Rights and Freedoms for describe the cultural and How did where Cesar a.(DOK1) Locate the states and regions of the Everybody-unit from GA geographic systems Chavez live impact his life? Cultural US where Chavez was born, moved, and Frameworks associated with the historical worked (Arizona, California, Washington, DC) identificatio figures in SS3H2a. How was Cesar Chavez n American Heroes anchor Location influenced by his Cultural chart (complete section for a. Identify on a political map environment? Cesar Chavez) specific locations significant to Systems
Troup County Schools 2016-2017 8 3rd Grade Social Studies Map Third Quarter the life and times of these After teaching Cesar Chavez, historic figures. add his picture to your classroom timeline.
Cesar Chavez - continued Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) SS3G2 The student will SS3G2 SS3G2 SS3G2 describe the cultural and How did where Cesar a.(DOK1) Locate the states and regions of the geographic systems associated Chavez live impact his Cultural US where Chavez was born, moved, and with the historical figures in life? worked (Arizona, California, Washington, DC) identificat SS3H2a. ion Location How was Cesar Chavez a. Identify on a political map influenced by his Cultural specific locations significant to the environment? Systems life and times of these historic figures. Conflict and Change What examples of travel b. (DOK2) Describe how the place Chavez lived b. Describe how place (physical and movement were and worked impacted his life and human characteristics) had significant during Cesar an impact on the lives of these Chavez’s lifetime? historic figures. c. Describe how each of these How did where Cesar c.(DOK3) Describe how Chavez adapted to and historic figures adapted to and Chavez live impact his influenced by his environment (living the life of a was influenced by his/her cultural identification? migrant in California and seeing what hardships environment. were being endured, constant moving, not getting education, pesticides, poor living conditions) Location d.(DOK 3) Explain how Chavez and his family d. Trace examples of travel and moved from Arizona to California, as well as his movement of these historic travel to Washington, DC to lobby for migrant figures and their ideas across farm workers’ rights time. Conflict and Change e.(DOK2) Discuss how Chavez’s cultural e. Describe how the region in identification was impacted the region he lived in which these historic figures lived (his knowledge of migrant farm workers affected their lives and had an hardships, lack of stability, and the dependence impact on their cultural on crops) Click here for other lessons
Troup County Schools 2016-2017 9 3rd Grade Social Studies Map Third Quarter identification. and resources
Our Government (CG1.a,b,c) – about 15 days GPS Standards Understand Kn Be Able To System Resources (Essential Questions) ow (Matches Essential Questions) SS3CG1 The student will SS3CG1 SS SS3CG1 Activators explain the importance of 3C a.(DOK 3) Discuss the need for separation of power Government – task card sort the basic principles that G1 between the branches and levels of government for the provide the foundation of a Vo purpose of checks and balances (to keep one branch Branches of Government - republican form of ca from having too much power) group sorting activity government. bul Distribution of Power Why is there a separation of ary I do/ We do a. Explain why in the United power between the branches yo Georgia Experience: States there is a separation of of government? u Chapter 14 power between branches of mi government and levels of ght Georgia Studies Weekly government. us Week 4 b. Name the three levels of What are the 3 levels of e government (national, state, government? in b.(DOK1)Identify the three levels of government and Levels and Branches of local) and the three branches dis understand where they govern (national/federal-USA), Government PowerPoint in each (executive, legislative, What are the 3 branches of cu state (GA), local (your town) judicial), including the names government? ssi b.(DOK2)Identify the three branches of government 3 Levels of Government – of the legislative branch on and their main jobs (Legislative makes the laws, graphic organizer (Congress, General s Executive enforces the laws, Judicial interprets and Assembly, county commission as rules on the laws) What They Do – graphic or city council). yo organizer u tea One Two Tree Branches of ch Government – activity
Na Drop and drag game c. State an example of the What is the responsibility of tio responsibilities of each level each level and branch of nal c.(DOK2) Categorize examples of responsibilities with Brain POP: and branch of government. government? Go the levels and branches of government Branches of Government ver nm State and Local ent Government President Stat
Troup County Schools 2016-2017 10 3rd Grade Social Studies Map Third Quarter e You do Go Branches of Government - ver graphic organizer nm ent Assessments Georgia Studies Weekly Loca Teacher Resource pages 19- l 22 Go ver Click here for other lessons nm and resources ent Exec uti ve Br an ch Legi sla tiv e Br an ch Judi cia l Br an ch Con gr es s Gen
Troup County Schools 2016-2017 11 3rd Grade Social Studies Map Third Quarter er al As se mb ly Cou nty Co m mi ssi on City Co un cil Presi de nt Gov er no r May or Supr em e Co urt Che ck s
Troup County Schools 2016-2017 12 3rd Grade Social Studies Map Third Quarter an d bal an ce s Lyndon Baines Johnson ~ (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) Great Society and Voting Rights (H2, CG2) – about 7 days GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) SS3H2 SS3H2, SS3CG2 SS3H2, SS3CG2 SS3H2 SS3H2, SS3CG2 The student will discuss How did Lyndon B Vocabulary you might use in a. (DOK3) Discuss the lives of Americans who Johnson expand people’s discussions as you teach how Johnson’s life Activators expanded people’s rights rights and freedoms? expanded people’s Lyndon Johnson – flipchart- Day 1 and freedoms in a Great Society rights and freedoms (parts could be used as activator -good democracy. Why was it important to (Senator, working embedded video) Head Start a. Lyndon B. Johnson (Great Lyndon B. Johnson that with Roosevelt, Society and voting rights) all people had the right to Job Corps becoming a Lyndon Johnson - flipchart Day 2 vote? Voting Rights Act President after Obstacles Kennedy’s Lyndon Johnson – location assassination) Be sure to identify these locations on Conflict and Change How did the actions of the Civil Rights Bill b. (DOK2) Explain your United States classroom map as b. Explain social barriers, government impact Discrimination the social barriers well. restrictions, and obstacles Lyndon B. Johnson? Assassination and obstacles I Do/ We Do Discovery Education: that these historical figures Justice Johnson overcame had to overcome and What obstacles did and how he LBJ Wins Reelection and Passes describe how they overcame Lyndon B Johnson have overcame them Social Reform Bills (5:00) them. to overcome? How did (hardships as a he overcome them? young person Lyndon Johnson – interactive caused desire to American Heroes Series Biography/ implement “Great Students make a graphic organizer to Society” by starting record important facts about person programs such as Head Start, Job Georgia Experience: Corps, Medicare, Chapter 12 etc)
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Troup County Schools 2016-2017 13 3rd Grade Social Studies Map Third Quarter Lyndon Baines Johnson ~ continued GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions) SS3CG2 The student will SS3CG2 SS3CG2 I Do/ We Do discuss the character of Social Studies Weekly- different historical figures a.b.(DOK2) Explain Week#22 in SS3H2a. how Johnson Individuals, Groups, and displayed/used Lyndon Johnson – printable book Institutions How did Lyndon B. Johnson character traits of Lyndon Johnson – PowerPoint (can a. Describe how the different exhibit positive character liberty, justice, be used as a review) historical figures in SS3H2a traits? tolerance and display positive character freedom of 1000 Readers Lyndon B. Johnson traits of cooperation, expression laws diligence, courage, and (Voting Rights Act, You Do leadership. Civil Rights Bill- Lyndon Johnson – character trait made discrimination organizer b. Explain how the historical illegal) figures in SS3H2a used LBJ Booklet positive character traits to support their beliefs in liberty, Assessments justice, tolerance, and Social Studies Weekly Teacher freedom of conscience and Resource pages 13-16 expression. c. Explain how the historical c. Explain how figures in SS3H2a chose Johnson chose to when to respect and accept respect and accept authority. authority (worked within the process of laws to Resources continued on the next implement social page change)
Lyndon Baines Johnson ~ continued GPS Standards Understand Know Be Able To System Resources (Essential Questions) (Matches Essential Questions)
Troup County Schools 2016-2017 14 3rd Grade Social Studies Map Third Quarter SS3G2 The student will Which U.S. region was Lyndon SS3G2 a.d.(DOK1) Rights and Freedoms for Everybody- describe the cultural and Johnson born and grew up in? Locate the states unit from GA Frameworks and regions of the geographic systems USA where American Heroes anchor chart associated with the Johnson lived, (complete section for Lyndon Johnson) historical figures in worked and SS3H2a. traveled throughout After teaching Lyndon Johnson, add Location his life his picture to your classroom timeline. a. Identify on a political map specific locations significant to the life and times of these historic figures Conflict and Change How did where Lyndon B Johnson b.(DOK2)Describe b. Describe how place live impact his life? how the regions (physical and human Johnson lived characteristics) had an impacted the impact on the lives of these people of America historic figures. c. Describe how each of How was Lyndon B Johnson c.(DOK2) Describe these historic figures adapted influenced by his environment? how Johnson’s to and was influenced by environment his/her environment. influenced the person he became ( Click here for other lessons and poverty, taught resources immigrants English) Location What examples of travel and d. Trace examples of travel movement were significant during and movement of these Lyndon B. Johnson’s lifetime? historic figures and their ideas across time. Conflict and Change How did the region in which e. Describe how the region in Lyndon B. Johnson lived have an e.(DOK2)Describe which these historic figures impact on the people of America? how the region lived affected their lives and How did where Lyndon B Johnson affected the life and had an impact on their live impact his cultural cultural cultural identification. identification? identification of Johnson
Troup County Schools 2016-2017 15 3rd Grade Social Studies Map Third Quarter