Competency Goal 1: the Learner Will Make Observations and Build an Understanding of Similarities

Iredell-Statesville Schools Instructional Guide

Grade 3 – Social Studies

NCSCOS Priority Instructional/Learning Integration with Other Assessment EC Standard and Objective (E, I, N, Key Academic Resources and Curriculum Areas (Differentiation) Top 10 M) Vocabulary Activities (Differentiation) Pacing (Differentiation)

SF=Scott Foresman basal story LR=SF Leveled Reader Blue =Above Level (B) Yellow=On-level (Y) Green=Below level (G) Goal 1: The learner will social http://bensguide.gpo.gov/3- SF – “Statue of Liberty” characterize qualities of good environments 5/index.html LR – “From Paris to NY citizenship by identifying people City” (G) who made a difference in the LR – “French Roots in NA” community and other social (B) environments 1.1 Identify and demonstrate citizenship *Social Studies Through SF – “Boom Town” characteristics of responsible community Children’s Literature LR – “Mr. Post’s Class” (B) citizenship and explain how citizen E citizen *Building Character and SF – “A Day’s Work” participation can impact changes responsible Community LR – “Our Garden” (Y) within a community www.bensguide.gpo.gov SF – “William’s House” 1.2 Recognize diverse local, state, and diverse *Character Quest: An SF – “What About Me” national leaders, past and present local Interactive Bus Trip Through who demonstrate responsible I national Goodland that Teaches the citizenship Essentials of Good Character

www.learnnc.org/lessons/ED SITEment11202002598 (Amazing Americans) 1.3 Identify and explain the civic *Integrating Growth of a LR – “Mr. Post’s Class” (B) importance of civic responsibility, laws Nation SF – “A Day’s Work” including, but not limited to , E voting www.learnnc.org/lessons/Da LR – “Our Garden” (Y) obeying laws and voting vidNewsome5232002945 Iredell-Statesville Schools Instructional Guide

1.4 Explain the need for leaders in leaders SF – “Pushing Up the Sky” communities and describe their roles roles and responsibilities E responsibilities

1.5 Suggest responsible courses of consequences *Character Quest: An SF – “Alexander Who Used action in given situations and irresponsible Interactive Bus Trip Through to Be Rich Last Sunday” assess the consequences of E Goodland that Teaches the SF – “If You Made a irresponsible behavior Essentials of Good Character Million” SF – “My Rows & Piles of Coins” SF – “A Day’s Work” LR – “Sarah’s Choice” (G) LR – “The Boy Who Cried Wolf” (Y) LR – “The Song Makers Go to Salem” (B) LR – “Davis Buys a Dog” (G) LR – “Earning Money My Own Way” (Y) LR – “Mr. Grim & the Goose that Laid Golden Iredell-Statesville Schools Instructional Guide

Eggs” (B) LR – “Making Sense of Dollars” (G) SF – “Prudy’s Problem” LR – “Metal Detector Detective” (G) LR – “Katy’s Book Report” (Y) SF – “Tops and Bottoms” SF – “Suki’s Kimono” SF – “Fly, Eagle, Fly!”

1.6 Identify selected personalities personalities *Integrating the Growth of a associated with major holidays M cultural Nation and cultural celebrations

Goal 2: The learners will analyze the families www.learnnc.org/lessons/De multiple roles that individuals workplaces bbieFox/2112003991 perform in families, workplaces, and communities www.learnnc.org/lessons/ED SITEment11202002002

www.learnnc.org/lessons/Xp editions11202002992 (spices) Iredell-Statesville Schools Instructional Guide

2.01 Distinguish and compare economic economic *A Family from Vietnam SF – “What About Me” and social roles of children and adults in *A Family from Guatemala SF – “My Rows & Piles of the local community to selected I *A Family from Ethiopia Coins” communities around the world *A Family from Bosnia SF – “A Day’s Work” *Families in Their SF – “My Family in Neighborhoods America” LR – “The American Dream” (G)

2.02 Analyze similarities and differences similarities *The Watsons Go to SF – “Elena Serenade” among families in different times and differences Birmingham (level 5.0) LR – “Traditional Crafts of different places I *A Family from Vietnam Mexico” (Y) *A Family from Guatemala SF – “William’s House” *A Family from Ethiopia LR – “Colonial New *A Family from Bosnia England” (G) LR – “The Colonial www.learnnc.org/lessons/Ka Adventure” (Y) rolLeaptrott2242003611 SF – “Goodbye 382 Shin Dang Dong” LR – “A Child’s Life in Korea” (G) LR – “Joanie’s House Becomes a Home” (Y) Iredell-Statesville Schools Instructional Guide

2.03 Describe similarities and differences customs *A Family from Vietnam SF – “Boom Town” among communities in different times *A Family from Guatemala SF – “My Rows & Piles of Coins” and in different places I *A Family from Ethiopia LR – “E-Pals” (G) *A Family from Bosnia LR – “One Chili Pepper” (Y) http://www.learnnc.org/best LR – “Pizza with a Twist” web/stagville-nc (B) SF – “Happy Birthday Mr. Kang” www.learnnc.org/lessons/Ka LR – “The Sights & Sounds rolLeaptrott2242003611 of Chinatown” (G) LR – “China’s Gift to the World” (B) SF – “The Gardener” LR – “Brave Settlers in a Strange Land” (Y) SF – “Hottest, Coldest, Highest, Deepest” SF – “Suki’s Kimono” LR – “East Meets West” (G) LR – “Dressed for School Success” (Y) LR – “The Japanese Language” (B) SF – “Me and Uncle Romie” LR – “Bobby’s New Apartment” (Y) Iredell-Statesville Schools Instructional Guide

LR – Let’s Go Have Fun (B) Goal 3: The learner will examine neighborhood *Social Studies Through Sarah, Plain & Tall how individuals can initiate change Children’s Literature Because of Winn-Dixie in families, neighborhoods, and communities http://www.americanhistory. si.edu/house/

www.learnnc.org/lessons/Ka renEster6182002122

www.learnnc.org/lessons/ED SITEment11202002002

3.01 Analyze changes, which have Little House on the Prairie occurred in communities past and present I LR – “The California Gold Rush” (G) SF – “Boom Town” LR – “Salt Lick Boom Town” (Y) LR – “Mr. Post’s Class” (B) SF – “Talking Walls” LR – “A Whole World in One City” (Y) LR – “Brave Settlers in a Strange Land” (Y) Iredell-Statesville Schools Instructional Guide

3.2 Describe how individuals, events, individuals SF – “What About Me” and ideas change over time events SF – “If You Made a I ideas Million” SF – “Talking Walls” LR – “A Different Drawing” (G) LR – “A Huge Painting of Thomas Hart Benton” (B) SF – “William’s House” LR – “Colonial New England” (G) LR – “The Colonial Adventure” (Y) SF – “America’s Champion Swimmer: Gertrude Ederle”

3.3 Compare and contrast the family compare & contrast SF – “The Gardener” structure and the roles of its SF – “My Family in meaning over time N America” LR – “The American Dream” (G) LR – “What’s in a Name?” (Y) SF – “Me and Uncle Romie” LR – “A Walk Around the Iredell-Statesville Schools Instructional Guide

City” (G) Goal 4: The learner will explain geographic http://www.enchantedlearnin geographic concepts and the geography g.com/geography/ relationships between people and relationships geography in real life situations http://www.ed.gov/pubs/pare nts/Geography/index.html

www.learnnc.org/lessons/Xp editions11202002371 (Lewis & Clark)

www.learnnc.org/lessons/Xp editions11202002992 (spices) 4.01 Distinguish between various types maps *3-D Landform Maps of maps and globes E globes *Finding Your Bearings: atlases AIMS Activities Gr. 4-9 * Geography Bee: An Integrated Primary Unit 4.02 Use appropriate source maps to * Comic Strip Map Skills SF – “A Symphony of locate communities * M.A.P.S. Book 1: Map Whales” E Activities for Primary SF – “Hottest, Coldest, Students Highest, Deepest” * M.A.P.S. Book 2: Map Activities for Primary Students Iredell-Statesville Schools Instructional Guide

*Map Mysteries 4.3 Use geographic terminology to physical SF – “Penguin Chick” describe and explain variations in SF – “Two Bad Ants” physical environment as E LR – “Leo & the School of communities Fish” (G) SF – “Volcanoes: Nature’s Incredible Fireworks” SF – “Hottest, Coldest, Highest, Deepest” SF – “Fly, Eagle, Fly!” SF – “Goodbye 382 Shin Dang Dong” LR – “It’s a World of Time Zones” (B) 4.4 Compare how people in different adapt www.learnnc.org/lessons/ SF – “My Rows and Piles of communities adapt to or modify KarenEster6182002122 Coins” physical environment to meet I SF – “William’s House” their needs LR – “Colonial New England” (G) LR – “The Colonial Adventure” (Y) SF – “The Gardener” LR – “The First Year” (Y) SF – “Hottest, Coldest, Highest, Deepest” SF – “Fly, Eagle, Fly!” Iredell-Statesville Schools Instructional Guide

Goal 5: The learner will apply basic economic *Elementary Economics economic principles to the study of communities www.socialstudiesforkids.co m/subjects/economics2.htm

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www.learnnc.org/lessons/Ec onEdLink11202002812

5.01 Define and identify examples of scarcity http://library.thinkquest.org/3 LR – “Tulips for Anne’s scarcity I 901 Mother” (Y) SF – “Rocks in His Head”

5.02 Explain the impact of scarcity on production www.learnnc.org/lessons/eco SF – “Boom Town” the production, distribution, and N distribution nedlink520200599439 SF – “Tops and Bottoms” consumption of goods and services consumption LR – “Tulips for Anne’s goods www.learnnc.org/lessons/eco Mother” (Y) services nedlink522200593561 SF – “Jalapeno Bagels” LR – “The World of Bread” (G) Iredell-Statesville Schools Instructional Guide

5.03 Apply concepts of specialization and labor SF – “A Day’s Work” division of labor to the local community N SF – “Elena Serenade” LR – “Glass Blowing” (G)

global SF – “What About Me” 5.04 Compare and contrast the division N LR – “Growing Vegetables” of labor in local and global communities (G)

5.05 Distinguish and analyze the economic SF – “Boom Town” economic resources within communities resources LR – “It’s a Fair Swap” (G) N LR – “Let’s Make a Trade” (Y) LR – “What’s Money All About” (B) SF – “My Rows and Piles of Coins” SF – “Rocks in His Head” SF – “Jalapeno Bagels” LR – “Making, Kneading, and Baking” (B) 5.06 Recognize and explain reasons for www.learnnc.org/lessons/Sci SF – “Rocks in His Head” economic interdependence of I enceNet11202002503 SF – “Jalapeno Bagels” communities LR – “Kapuapua’s Magic Iredell-Statesville Schools Instructional Guide

Shell” (Y) 5.07 Identify historic figures and leaders historic SF – “Elena Serenade” who have influenced the economy of contributions LR – “Jackie Robinson” (B) communities and evaluate the I economy effectiveness of their contributions

Goal 6 : The learner will recognize technology how technology is used at home, school, and in the community

6.01 Describe and assess ways in which technology is used in a community’s I economy

6.02 Identify and describe contributions community made by community leaders in N leaders technology

6.03 Identify the impact of technological abroad change on communities around the I world Iredell-Statesville Schools Instructional Guide

Goal 7: The learner will analyze the fictional heroes *First Facts About American role of real and fictional heroes in cultural Heroes shaping the culture of communities www.learnnc.org/lessons/ED SITEment1120202179 (Davy Crockett)

7.1 Identify the deeds of local and LR – “Special Talents: global leaders I Extraordinary Lives” (B) LR – “Women Who Made a Difference” (Y) LR – “A Time of Change” (B)

7.2 Assess the heroic deeds of heroic *Folktales: An Interaction LR – “The Magic of Coyote” characters from folktales and folktales Unit for Studying World (B) legends N legends Folk Tales and Practicing the SF – “Pushing Up the Sky” Art of Storytelling LR – “The Elk Hunters” (G) *Multicultural Legends and LR – “The Lesson of Icarus” Tales (G) www.americanfolklore.net SF – “Fly, Eagle, Fly!” Iredell-Statesville Schools Instructional Guide

7.3 Explore the role of selected fictional characters SF – “Boom Town” fictional characters in creating N LR – “The California Gold new communities Rush” (G) SF – “William’s House”

Priority Code: E – Essential I – Important * Instructional Resource Room Updated: 06/2007 N – Nice to Know M – Maintenance

Strands: Individual development and identify, cultures and diversity, historical perspective, geographic relationships, economics and development, global connections, technology government and active citizenship