Proficiency Overview

Proficiency Overview Grade Three

Geography Students will acquire geographical understanding of the five (5) basic themes of geography (region, human/environmental, interaction, place and location) and the interconnectedness among them by using a globe, different kinds of maps, map keys, map symbols, and compass rose, and using intermediate directions.

Living in Communities Students will develop an understanding of the diverse communities that exist in the United States and appreciate the landforms and bodies of water that provide us with many resources using main idea strategies and map scales.

Looking Back to the Past Students will extend their knowledge of the County’s early communities and how the community has changed as a result of the migration by studying the different ethnic, and cultural groups, creating timelines, designing community villages and creating an infographic, designing artifacts.

Building a Government Students will develop an understanding of the formation of our government, its importance and affection our lives and the impact it has on our role as citizens by role-playing, using grid maps, making a collage and making a citizenship mobile.

Communities on the Move Students will appreciate how immigration and technology has contributes to the expansion of the United States because of advanced communication and transportation by inventing a new form of transportation, using information from a line graph, taking a class trip to Ellis Island, making collages of past and present clothing/transportation, and making travel stamps.

Working Together Students will develop an understanding of the interdependence and importance of the economy and how the diverse jobs are essential components of the County’s growth by surveying businesses in a community, reading flow charts, role playing interview for a job, have a career fair and having a simulated assembly line.

Special Section: Exploring your Community This special section, part 1 and part 2 can be infused during the school year within the other units. Part 1 highlights a community in Los Angles, CA. Is can be used as a guide or reference to assist students in analyzing their community. Part 2 highlights holidays celebrated throughout the United States and can be used to initiate discussion on the diverse ways of celebrating

Grade Three Page 3 - 1 Grade Three

The text used for Grade Three beginning with the 1999-2000 school year is: McGraw Hill School Publishers, Adventures in Time and Place: Communities. Skills lessons are in ITALICS

This pacing guide is intended to be just that – a guide to effective presentation of course content. While all content should be presented during the school year, teachers should feel free to tailor the pacing to their students’ needs. This pacing guide refers to specific content and activities in the text. However, teachers should look beyond the textbook when developing effective lessons. The ancillary materials provided by the publisher can help, as can the resources mentioned in the Curriculum Guide.

Among assessment tools teachers may use are the publisher’s assessments, portfolios, student observation, projects, and teacher-made assessments. It is always a good idea to use a variety of assessments.

I Introduction September

A Your Textbook At A Glance September B Communities 1. What Is A Community? 2. Main Street, U.S.A. 3. Kinds of Communities. C Geography Skills 1. Using Globes 2. Using Maps 3. Different Kinds Of Maps 4. Map Scales 5. Communities In Other Countries D Civics 1. Citizenship 2. Listening To Other Peoples’ Views II Exploring Communities October A Geography 1. Our Country 2. Landforms 3. Natural Resources 4. Intermediate Directions 5. Resources In Other Countries B Civics 1. Citizenship Grade Three Page 3 - 2 2. Community Involvement III America Long Ago November A A Native American Community 1. Native American Communities 2. Past And Present 3. Making Decisions B English Colony/Jamestown December 1. Geography 2. Past And Present 3. Timelines C Spanish Mission 1. Geography 2. Past And Present 3. Reading Bar And Line Graphs IV Building A Government January/February A A New Country Is Born January 1 Ben Franklin 2 Philadelphia 3 A New Flag 4 First President 5 Comparing And Contrasting B Civics 1 Citizenship 2 Working Together Mid Term Assessment

C Countries And Capitals February 1 Our Nation’s Capital 2 Other Nations’ Capitals 3 Using Grid Maps D Citizenship 1 Local Government 2 Being An Active Citizen V People On The Move March A New Homes, New Lives 1 Moving West 2 Coming To America 3 Moving To Northern Cities 4 Immigration Today Grade Three Page 3 - 3 5 Family Links B Citizenship 1 Becoming A Citizen 2 Community Involvement

VI Changing The Way People Live April A How We Travel 1 From Steamboat To Space Shuttle 2 Transportation Maps B How We Communicate 1 From Town Crier To Internet 2 Understanding Change VII Working Together May/June A Work And Money 1 Why We Work 2 How We Work 3 Where We Work 4 Changing Ways Of Work B Producing Goods 1 On The Farm 2 Mining The Land 3 On The Assembly Line Final Assessment

Grade Three Page 3 - 4 Grade Three Content Overview

CONTENT AS APPLIED TO THE NJ SOCIAL STUDIES STANDARDS

6.1 All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.

American Revolution, citizen participation, Iroquois, elections, Bill of Rights, three branches of government, Constitution, rights and responsibilities, patriotism, voting, class rules, symbols, city council.

6.2 All students will learn democratic citizenship through the humanities by studying literature, art, history, and philosophy, and related fields.

Utilize the following connections from the text, Internet and other available resources including : Songs- “The Express Train” “America” “Harvest”

Literature Big Book titles and additional literature connections- Open Range Coyote Gets Turkey Up A Tree The Channel Tunnel Uncle Jed’s Barber Shop A Year In The City The Story Of The Milky Way City Green A Fourth Of July On The Plains Jalapeno Bagels

Art Portraits- Paul Revere Mona Lisa Self Portrait By Cezanne Harriet Tubman Photo

6.3 All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions throughout the history of New Jersey, the United States, and the World.

Colonist, Constitution, classifying, compromise, Congress, decision, independence, international trade, private property, president, Supreme Court, tax

Grade Three Page 3 - 5 6.4 All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.

Slavery, ancestor, custom, alike and different, Jamestown, Labor Day, national symbols, Pledge of Allegiance, town meeting,

6.5 All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.

Traditions, customs, diversity, family, cultural artifacts, family tree, Vietnam, relative, mission, technology

6.6 All students will acquire historical understanding of economics forces, ideas, and institutions throughout the history of New Jersey, the United States, and the world.

Students will be able to understand how economics affect society using real life experiences to explain the role of money in everyday life, the relationship of price to supply and demand, and identify the differences between wants and basic needs. Content includes: money, jobs, Labor Day, service, inventor, trade, tax, assembly line, cause, consumer, domestic trade, effect, employer, factory, goods, international trade, manufacturing, services.

6.7 All students will acquire geographical understanding by studying the spatial terms.

Compass Rose, country, continent, landforms, routes, lake, plain, mountain, river, ocean, island, canyon, hill, directions, globe, map, almanac, bay, canyon, cardinal directions, channel, cliff, coast, dam, desert, grid map, hemisphere, intermediate directions, locator, map key, North pole, peninsula, plateau, scale.

6.8 All students will acquire geographical understanding by studying human systems in geography.

Telegraph, transportation, agriculture, gold rush, Communities, shelter, suburb, urban, pioneer, factory, explorer, population, pony express, public services, political boundaries, local issues

6.9 All students will acquire geographical understanding by studying the environment and society.

Goods, land use, resources, distribution, weather, and erosion, pollution, process, climate, region, physical environment, floods, natural hazards, predictions, physical change, map symbols, transportation modes.

Grade Three Page 3 - 6 GOAL/OBJECTIVE Students will acquire geographical understanding of the five (5) basic themes of geography (region, human/environmental, interaction, place and location) and how they interconnect.

STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Language Arts Literacy: SOCIAL STUDIES 6.1.2 Citizenship Discuss the responsibility each individual has in making the 3.3.4.b, 10 Culture Participation school environment the best it can be. Have students create a Compose persuasive letter to Individual Development and Identity 6.5.3 History sketch map of the school locating areas that need the administrator requesting Power, Authority and Government Cultural improvement. Create committees to address the area. permission to address the Civic Ideals and Practices Highlight area on the map after the completion and check area. periodically NATIONAL Social Studies Have students investigate the background of another county in 3.3.4.6 VII a give examples the world. In groups, students create a map of the country Have students use the letters that show how showing major cities, natural features and landmarks. Have in the name of the country to scarcity and choice students create sheet with five questions with standard create an acronym. CONTENT govern economic information about country size, population, etc. If all countries Geography decisions of the world are represented, an atlas can be created. Country VIII e suggest ways America to monitor science Students can make an edible map of a state or country. Give United States and technology to each group a reference map to make an outline of the country, Region protect society and find geographical features. Have students shape the clay Oceans X a identify key ideals to represent the state or country. Place edible objects to Cities of the U.S.’ represent the landmarks, bodies of water, landform, etc. Have Urban democratic students create a map key. Advanced preparation parental Rural republican form of involvement advised. Suburban government Location BLOOM’S TAXONOMY: Knowledge, Comprehension, Environment Application natural resources population Citizenship For additional or alternate activities see NJ Framework, Citizen Chapters 2 – 3 (pp. 203 – 290) History

Grade Three Page 3 - 7 GOAL/OBJECTIVE: Students will develop an understanding of the diverse communities that exist in the United States and appreciate the impact of landform and bodies of water on the development of communities. STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Visual and Performing Arts SOCIAL STUDIES 6.2.1 Citizenship Display three portraits (visual data) from different countries 1.1.1 Time, Continuity or Change Theory and Practice from the past and discuss how to interpret them. Have student Have students listen to music Power, Authority and Government 6.4.1 History Social consider the subject, style of clothing and the background to from different time periods. People, Authority or Governance 6.7.2,3,4 Geography gain information about the sitters’ personality and position in Students will distinguish Civic Ideals and Practices Spatial society. Have students orally or in writing respond to style, rhythm, lyrics, beat and Global Connections questions such as the following: What clothes is the person instruments being played. NATIONAL wearing?, etc. Compare and contrast the portraits. Compare and contrast with Social Studies present. I a describe Analyze with the students an event in the local community or similarities in the school community for which there may have been media Math addressing human coverage, such as an election or the building of a shopping 4.3.6 CONTENT needs center. Write an editorial to suggest how change might affect Create a bar graph for the Community II d identify and use the lives of the children and adults. Students learn about the temperature of each country Geography various sources for concepts of rights and how this concept relates to their lives. being represented. Global Awareness reconstructing the Visual Aids/Prompts past Ask family members, friends, and others to send picture III f describe and postcards to the class as they travel. As each card is received speculate about discuss the culture, physical and environmental characteristics physical system of the place shown on the card to help the student determine changes VI a its location in the world. Using a styrofoam ball or balloon IX a how culture may students label the continents and oceans; include the principle result global parallels and meridians as a guide to the correct placement. understanding or lead to misunderstanding X b identify examples BLOOM’S TAXONOMY: Analysis, evaluation of rights and responsibilities of For additional or alternate activities see NJ Framework, citizens Chapters 2 – 3 (pp. 203 – 290)

Grade Three Page 3 - 8 GOAL/OBJECTIVE: Students will extend their knowledge of the country’s early communities and how the communities are changed as a result of immigration and/or the migration of groups.

STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Help create a “radio program” called “Voices Of The Past”. Workplace readiness SOCIAL STUDIES 6.1.2,4 Citizenship Form small groups based on the Indian Culture you are 1.3,9 Culture Participation studying. Each group will prepare a script, appoint an Research the various People, Places and Environment Citizenship announcer, and choose speakers to represent members of the positions available in the Individuals, Groups, and Institutions 6.5. History Cultural culture. The announcer will ask each speaker questions about radio station. Write a Institutions 6.7.1 Geography the culture they were part of, where they lived, where their descriptive paragraph stating Power, Authority and Governance Spatial lands were and something about their daily life and why they would qualify for Science, Technology and Society 6.8.5 Geography government. the position. Global Connections Human Systems Have students compare technology and cultural elements of Performing Arts NATIONAL today with technology and cultural elements of the past (tools, 1.3.1 Social Studies weapons, clothing, food, shelter, etc). Students can draw the Invite to research dances I a. describe items being compared creating a parallel between ancient and and music of Native CONTENT similarities in modern technologies on a chart. American Cultures. Students Geography addressing human can bring the music and Citizenship needs Compare a Native American cultural group from the Northeast demonstrate or describe the Customs I. b. how experiences to another from the Southwest (TE p. F3). Compare their dance and music. Native American are interpreted lifestyles, agriculture, religious beliefs, and natural resources Ancestor differently used and how the geographical locations affected these Diversity III. b. use various elements. Name the states they inhabited using map on R6. Lifestyles representations of the Pony Express earth (maps, globes, Goods etc, BLOOM’S TAXONOMY: Knowledge, Application, Analysis Immigration III. f. describe and Multicultural speculate about For additional or alternate activities see NJ Framework, legacy physical system Chapters 2 – 3 (pp. 203 – 290) changes V. c. describe the interactions of people with institutions VI. a. examine the rights and responsibilities of the individual to his/her social group Grade Three Page 3 - 9 VIII. a. identify how science and technology have changed people’s lives IX. c. examine the effects of changing technologies on the global community

Grade Three Page 3 - 10 GOAL/OBJECTIVE: Students will develop an understanding of the formation of our government, its importance, and its effect on our daily life.

STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Using the K-W-L chart, brainstorm with students what they Language Arts/Literacy SOCIAL STUDIES 6.1.6 Citizenship know about the U.S. Flag and what they want to know. Then 3.1.8 People, Places, and Environment Participation have the students research the American Flag. Design a “Coat of Arms” Civic Ideals and Practices 6.3.1,3 History  Stars and Stripes shield representing the Political  Proper procedures for displaying, folding, saluting and character sets of a good 6.7.1 caring for the flag. Have the students engage in proper citizen. Present to class and Geography Spatial procedure. display.  First design of the flag NATIONAL  What does the flag symbolizes? The have students fill in Art Social Studies the L column of the chart. 1.3.1 I a describe  Using a U.S. map, have students identify the Capital of Make a collage of Historical CONTENT similarities in each state and research the historical significance of its landmarks in each state. Symbolism addressing human name. Capitals needs Math Research II b use timelines to Using an enlarged grid map of the school district, research 4.1.2,4 Historical Landmarks understand past, and locate historical landmarks (churches, banks, etc.) and Students can create word present, future and community services (Library, fire stations, parks, etc.) Mark problems using data long ago; recognize locations on map with colored flag pins. obtained from research. cause and effect When building was erected relationships BLOOM’S TAXONOMY: Knowledge, Application, synthesis and how many years it is in X d practice forms of existence. participation consistent with the For additional or alternate activities see NJ Framework, ideals of citizens Chapters 2 – 3 (pp. 203 – 290)

Grade Three Page 3 - 11 GOAL/OBJECTIVE: Students will appreciate how immigration and technology have contributed to the expansion of the U.S. STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Language Arts/Literacy SOCIAL STUDIES 6.1.1Citizenship Citizenship is a special status. Discuss why citizenship is 3.2.3 Culture Participation important. Help students understand the criteria for being a 3.1.7 Time, Continuity, and Change 6.4.4 History Social citizen. Ask students to explain whether the government can Read Aloud “Grandfathers People, Places and Environment 6.8.4 Geography legally take away a person’s citizenship. Recite the oath. Ask Journey” by Allen Say Individuals, Groups, and Institutions Human Systems students to consider one thing they would add to or delete Power, Authority and Governance from the oath of loyalty. (TE p. 235) and why. Discuss with students Civic Ideals and Practices significance in keeping oral NATIONAL To assist students in understanding the events of the past and history alive even if one is a Social Studies develop a historical perspective about those events, students citizen of another country. I e describe can use the internet to study “I have a Dream” speech by Dr. importance of cultural M. L. King. Identify contributions, events, during the Civil 3.1.5 unity and diversity Rights movement and King’s role in paving the way to fair Learn and recite poem “Dr. II a, cite reasons for practices for all people, etc. Martin Luther King, Jr.” in CONTENT different views of groups. describing same Students will discuss how communication has changed Historical Events event around the world and its effect on our everyday lives. Use a Art Communications c compare and Venn diagram to compare and contrast early communications 1.3.1 Citizenship contrast different (1800-1899) with present communication (1900-1999). From Create a sketch of a accounts of events the diagram, identify forms of communications used during the communication invention for III g describe how 1800’s that are still used today (letters, newspapers, books, the 21st Century. architecture reflects etc.). Consider how communication will change in the 21st ideas, personality Century and what impact will it have on our lives. and culture IV g explain why individuals may BLOOM’S TAXONOMY: Knowledge, Comprehension, respond to events in Application, Analysis, Evaluation different ways V d, describe For additional or alternate activities see NJ Framework, tensions of between Chapters 2 – 3 (pp. 203 – 290) groups and individuals

Grade Three Page 3 - 12 GOAL/OBJECTIVE: Students will develop an understanding of the importance and interdependence of the economy and how diverse jobs are essential components of the country’s growth.

STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL COUNCIL FOR THE STATE Social Studies SOCIAL STUDIES 6.1.2,3 Citizenship Discuss the roles and responsibilities in your local 6.1.3 Time, Continuity, and Change Participation government. Have an election of officers (mayor, and council Take a tour of City Hall or People, Places and Environment 6.6.3 History members) in class. Have a mock council meeting and present invite a Council member to Individuals, Groups, and Institutions Economic a problem. The city council listens actively to all sides of the address class. Power, Authority and Governance 6.8.3,4 Geography issue as to how to solve the problem. After listening to all Production , Distribution and Human Systems points of view, the City Council will vote on the best solution. Math Consumption 6.9.2 Geography 4.9.1 Civic Ideals and Practices Environmental Have students work in groups to find out what states or Chart the different sizes of countries some foods come from. On a large wall map, have products. Students can NATIONAL students pin pictures of the product s on the state or country of measure containers of milk, Social Studies origin. Connect yarn to pictures and extend to New Jersey. potatoes, cereal and chart. VI e distinguish local, Discussion can include reasons why certain foods come from Discuss different ways of CONTENT state, and national certain places. You can also talk about the different forms of measuring products. Leadership government and transportation used to transport food. Citizenship identify its leaders Science Ballot VIII e, h Students can create a graphic overview of how products are 5.10.2 Registration X a identify key ideals transported to market. Invite students to write to Voter of the U.S.’ friends, relatives or an town meeting democratic Using the United States Farm Products Map (TE p 302), environmental agency in governor republican form of formulate questions for students to answer based on scale, other parts of the country. city council, government cardinal direction, intermediate directions and compass rose Students should ask each Geography b identify examples of person to send a soil sample. Maps rights and BLOOM’S TAXONOMY: Knowledge, Comprehension, Student can compare the soil Farming responsibilities of Application, Evaluation samples from around the Manufacturing citizens country and ask what they Harvest For additional or alternate activities see NJ Framework, can tell about the place from Agricultural Chapters 2 – 3 (pp. 203 – 290) the soil. consumer

GOAL/OBJECTIVE: (Newark Infusion ) Given a Venn Diagram, the learner will be able to analyze how the ideas of significant people affected the history of their community by viewing and discussing a model phonograph invented by Thomas Edison and completing the graphic organizer provided below. Grade Three Page 3 - 13 STATE, NATIONAL ACTIVITIES REFERENCES FOR THEME/CONTENT STANDARDS EXAMPLES OF THE TYPE OF WORK STUDENTS CROSS-CONTENT SHOULD BE ABLE TO DO TO MEET THE CONNECTIONS/ STANDARDS AND CUMULATIVE PROGRESS TEACHER’S NOTES INDICATORS NATIONAL STANDARDS FOR SOCIAL STATE STUDIES THEME 6.4.1 Historical Provide students with a blank Venn diagram similar to the Science 5.3 Time, Continuity, and Change Societal Forces following visual framework. The diagram should be labeled : (1) Hear, read, write, and Production, Distribution, and 6.6.4 Historical talk about scientists and Consumption Economic Forces inventors in historical Science, Technology,, and Society Phonograph/Compact Disc Player context (2) Recognize that scientific NATIONAL Unique to Phonograph Unique to CD Player ideas and knowledge have come from men CONTENT History and women of all cultures. Seth Boyden (Newark Inventor and Topic 2-3 : History of industrialist) student’s own state Language Arts/Literacy 3.5 Thomas Edison or region (1) Use speaking, listening, Electricity writing, and reading to Discovery assist with viewing. Invention (8) Use simple charts, Light bulb graphs, and diagrams to Phonograph report data. Telegraph Patent

Resources:

Similarities Edison phonograph diorama available through Newark In this lesson, 3rd and 4th grade students will learn about the Museum Educational Loan inventions and contributions of Thomas Edison and how some Collection (Item # N553) of the inventions continue to affect their lives today. In a cooperative learning setting, students will discuss the content Phone: (973) 596-6630 listed and read pages 162-163 in the 4th grade text, “You, New Contact: Nino Quito Jersey, and the World.” Students will view a model of Edison’s phonograph, and then compare and contrast Edison’s phonograph to a model of a modern day compact disc player Edison National Historic Site while completing the sample Venn diagram offered above. Phone (973) 736-0550 BLOOM’S TAXONOMY: Knowledge, comprehension, Grade Three Page 3 - 14 application, analysis Website: http://www.nps.gov/edis/hom e.html

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