Specific Criteria for Content and Skills

GRADE: 3 VENDOR: Scott Foresman INSTRUCTIONAL MATERIALS: Social Studies SUBJECT: Pupil Edition: Communities COPYRIGHT: SE ISBN: 0-328-01761-2 TE ISBN: 0-328-01888-0

COMMENTS: Strengths: Assessment & Technology, Readability level appropriate; Weaknesses: citizenship and economics

SOCIAL STUDIES SPECIFIC CRITERIA FOR CONTENT AND SKILLS GRADE THREE:

Third grade Social Studies presents a study of the broader community to introduce state and nation. Students will explain community changes due to technology, human interaction with the environment and the movement of people. Students will practice citizenship in the school and community and study government at local, state and national levels. Supply and demand, taxation and budgeting within the context of the community will be introduced. The objectives for elementary West Virginia Social Studies may be integrated throughout the K-4 curriculum. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment. See the related grade-level Technology Standards and Objectives.

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent

All materials at this grade level (1) be research based and theory driven; (2) incorporate basic, accurate information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4) provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking opportunities; and (6) be based on national standards. The instructional materials should provide students with opportunities to:

A. CITIZENSHIP

______1. identify and practice principles of good character. X (SS.3.1.1)  Honesty  Fairness  Justice ______2. identify personal and civic responsibilities of good X citizenship. (SS.3.1.2) Missing: symbols, flags, White 3. explain the significance of patriotic symbols, holidays, X House, Liberty Bell; Holiday - good celebrations, and famous people. (SS.3.1.3)

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent 4. explain the importance of respect and protection of X minorities. (SS.3.1.4) 5. give examples of how people working together can X accomplish goals that individuals working alone cannot. (SS.3.1.5) 6. explain and cite examples of how groups can make a X difference in the community. (SS.3.1.6) 7. introduce the concept of the common good (what is X best for the most people). (SS.3.1.7)

B. CIVICS/GOVERNMENT

1. explain the importance of government in the classroom, X school, community, and state. (SS.3.2.1) 2. explain that citizens are united by commonly held X principles and beliefs. (SS.3.2.2) 3. identify the three levels (local, state, federal) of X government and the responsibilities of each level. (SS.3.2.3) 4. define majority rule and give examples of that concept X in a democracy. (SS.3.2.4) 5. apply criteria in evaluating rules and laws (strengths X and weaknesses, design and purpose, enforcement, bias). (SS.3.2.5)

C. ECONOMICS

1. explain the concept of scarcity by citing examples of X limited supplies and scarce resources. (SS.3.3.1) 2. explain why budgeting is a critical skill. (SS.3.3.2) X 3. explain the basic concept of supply and demand with X appropriate examples. (SS.3.3.3) 4. examine various occupations and their economic X impact. (SS.3.3.4) 5. summarize how banks serve as intermediaries between X savers and borrowers. (SS.3.3.5) 6. explain the relationship between government taxation X and the provision of public services (e.g., policemen, firemen, teachers, libraries, public schools). (SS.3.3.6) 7. illustrate the path of a product from the raw material to X the consumer (cotton to sweater, coal to electricity). (SS.3.3.7) 8. show how competition for products increases with X advertising. (SS.3.3.8)

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent 9. explain the use of resources, the demand for products X and the supply of goods and services using visual representations. (SS.3.3.9)

D. GEOGRAPHY

No time zone 1. identify north, south, east, west; borders, lines of X longitude and latitude; equator, north and south poles; and time zones using a map. (SS.3.4.2) 2. identify world geographic features. (SS.3.4.3) X  Peninsulas  Rivers  Harbors  Islands  Deserts  Gulfs  Continents  Oceans  Forests  Straits  Seas  Oases  Mountains Missing only on maps 3. name and locate states and capitals of the United States. X (SS.3.4.4) 4. compare and contrast climate, weather and location X with regard to people’s clothing, food, shelter, and jobs. (SS.3.4.5) 5. describe the various elements of the environment X (water, soil, weather, climate, topography), and explain how people affect and are affected by them. (SS.3.4.6; 3.4.7)) 6. construct, read and interpret data from various types of X maps, globes, charts, graphs, and timelines (e.g., population, products, climate). (SS.3.4.8)

E. HISTORY

1. explain the significance of historical information. X (SS.3.5.1)  Major events  People  Contributions to the United States 2. explain how a community or region was settled. X (SS.3.5.2) 3. compare and contrast present cultures to the cultures of X people of other historical time periods (e.g., source of food, clothing, shelter, products used). (SS.3.5.3) 4. make historical inferences by analyzing artifacts and X pictures. (SS.3.5.4)

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent 5. explore famous American customs and traditions using X various forms of literature. (SS.3.5.6)  Presidents  Inventors  Explorers  Civil rights leaders  Artists  Writers 6. explain the importance of respect for diversity in the X heritage, culture, ideas, and opinions of others. (SS.3.5.7) 7. compare and contrast different stories or accounts about X past events, people, places or situations, and identify how they contribute to our understanding of the past. (SS.3.5.8) 8. sequence and discuss a series of pictures that reflect X historic change (e.g., transportation, technology, agriculture, events in history). (SS.3.5.9)

F. SKILLS

FOUNDATION CRITERIA Govt. weak 1. integrate the five strands of Social Studies. X 2. be successful based on individual needs and abilities. X 3. use multiple intelligence strategies. X 4. respond to expanded questioning strategies. X 5. integrate reading strategies/techniques using Social X Studies content. 6. practice reflective thinking. X 7. integrate Social Studies material/content across the X curriculum. 8. apply contextual learning concepts. X 9. develop discriminating memory. X 10. understand and manage change and continuity. X 11. develop historical empathy. X 12. analyze the complexity of history. X 13. engage as active learners. X 14. practice workplace process skills. X 15. understand cultural diversity. X

BASIC SKILLS IN SOCIAL STUDIES 1. locate, access, analyze, organize, sequence, synthesize, X and evaluate information and make reasoned judgments. 4

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent 2. analyze and interpret information and draw conclusions X from maps, charts, graphs, timelines, and tables. 3. participate in discussion, defense of positions, and X debate. 4. integrate writing (e.g., creative, self-expression, X journaling), reflection and metacognition. 5. read a variety of sources for historical understanding X and perspective. 6. read a variety of print sources for critical X understanding. 7. learn and use vocabulary, terms and terminology X essential for understanding Social Studies. 8. listen to information to gain knowledge and follow X directions.

SKILLS IN CITIZENSHIP 1. participate in activities of school, community and X nation. 2. resolve conflicts peacefully. X 3. participate in volunteer projects. X 4. evaluate, take and defend positions. X 5. interact with, monitor and influence government at all X levels.

SKILLS IN CIVICS/GOVERNMENT Pictures only 1. interpret political cartoons. X 2. analyze current and historical documents. X

SKILLS IN ECONOMICS 1. read, interpret and draw conclusions from tables, X graphs and charts. 2. apply economic concepts to current and historical X settings. 3. predict economic trends. X

SKILLS IN GEOGRAPHY 1. select, analyze and design maps to organize geographic X information. 2. select, analyze and design graphs, diagrams and tables X to organize geographic information. 3. make inferences and draw conclusions from maps and X geographic representations. 4. locate places, landforms and regions on appropriate X maps.

(Vendor/Publisher) I = In-depth (IMR Committee) SPECIFIC LOCATION A = Adequate RESPONSES OF CONTENT WITHIN M = Minimal I A M N PRODUCT N = Nonexistent SKILLS IN HISTORY 1. analyze, gather and interpret historical information. X 2. use historical inquiry to detect bias and emotional X appeal in historical information. 3. recognize valid interpretations and factual accuracy in X historical data.

G. ASSESSMENT

1. practice in a format commensurate with West Virginia X Assessment programs.  Norm referenced  State writing assessment  NAEP  Informal assessment  Criterion referenced 2. practice using project format, portfolios and/or X performance based measures. 3. practice for standardized assessments, open-ended X questioning, checkpoint benchmarks, miscue analysis, and rubrics. 4. use a variety of assessment techniques. X  True/false  Selected response  Short answer  Extended response  Essay

H. TECHNOLOGY

1. use appropriate multimedia (e.g., software, audio, X visual, interactive books, Internet access, multimedia encyclopedias) materials to practice and master Social Studies Content Standards. 2. use websites with links to relevant sites that allow X students/teachers to locate, evaluate and collect information from a variety of sources. 3. use technology tools that allow students to collect, X process and organize data, report results, solve problems, make informed decisions and employ technology in the development of strategies for problem solving in the real world.