Grade 3- , Home to Many Different Topic 1 – Massachusetts cities and towns today and in history Time Frame: People September 16-October 30

Big Idea(s): What is the purpose of government?

Essential Question(s): How can people get involved in government?

Massachusetts Content Standards Massachusetts Practice Timeline Key Vocabulary and Ideas Resources Standards

1. Demonstrate civic Pearson Connexus: Course Community On a current map of knowledge, skills, dispositions 3A Pearson Connexus: Natural resource Social Studies 3 A (CL), MA, Massachusetts, use cardinal 5.18 directions, map scales, legends, 2. Develop focused questions Week 1-2 Region and titles to locate and describe or problem statements and Lesson 1: Our Communities Textbook found in the the city or town where the school conduct inquiries Unit Introduction Diverse students attend is located, its Activity section local geographic features and 3. Organize information and Objectives: Immigrant Chapter 1: Our Communities, historic landmarks, and their data from multiple primary Lessons 1-3 Identify types of communities Culture significance.19 and secondary sources 2. Research the demographic 4. Analyze the purpose and This is an opportunity for Lesson 2: What Makes a origins of the town or city (e.g., point of view of each source Cardinal direction students to study Fall River, Community? the Native People who originally past and present. 5. Evaluate the credibility, Map scale lived there or still live there, the Objectives: people who established it as a accuracy, and relevance of Legend colonial town, its founding date, each source Understand how and why and the free, indentured, and people establish communities Latitude enslaved women and men who 6. Argue or explain Longitude contributed to the well-being of conclusions, using valid Identify the types of the town). Explain that before the reasoning and evidence characteristics that comprise a Indentured servant mid-19th century most of the community or region settlers were of Native American, 7. Determine next steps and Slave Northern European, or African take informed action, as Describe how communities descent; describe the current appropriate have changed over time population and immigrant groups Rural of the 20th and 21st centuries and Recognize that people in Urban interview family members, communities need to fulfill friends, and neighbors to obtain certain responsibilities in suburban Interview an adult about information about living and order to make their why he/she moved to Fall working there in the past and communities good places to River. Mayor present. live

3. Explain why classrooms, City council Research the Fall River Gov’t schools, towns, and cities have Week 3-4 Center website. There is a lot governments, what governments Lesson 4: Where Communities of good information about do, how local governments are Are Located (two-day lesson) the city, famous landmarks, organized in Massachusetts, and and government. Objectives: how people participate in and contribute to their communities. Realize that different types of https://www.fallriverma.org/resi a. classroom and school maps serve different purposes dent/ governments provide a way for and have distinct students to participate in making characteristics https://kidzone.ws/Geography/u decisions about school activities sa/massachusetts/map.htm Use parts of a map to locate and rules and describe places and b. city and town governments features provide a way for people to participate in making decisions Use a grid system to locate about providing services, places and features spending funds, protecting rights, and providing community safety Use a map scale to measure c. Massachusetts communities the distance between two have either a city or a town form places of government (e.g., cities are governed by elected mayors and Lesson 5: Map Skills: Latitude city council members; towns are and Longitude governed by an elected group of people, in many towns called a Objectives: “select board,” appointed town manager, and elected town Find the latitude and longitude meeting members or an open of places on a map town meeting in which all citizens can participate; public schools are Use knowledge of latitude and governed by elected or appointed longitude to find the absolute school committees or boards of locations of places on a map trustees).20 d. people can participate in and Week 5-6 influence their local government Lesson 6: Three Types of by reading and responding to Communities news about local issues, voting, Objectives: running for office, serving on boards or Distinguish between the committees, attending hearings, characteristics of rural, or committee meetings) suburban, and urban e. people can volunteer (give communities their time and knowledge) to the community and neighborhood by Understand how the activities such as monitoring river characteristics of rural, water quality; growing and suburban, and urban distributing produce from a communities influence school or community garden; settlement patterns and daily running errands or shoveling life in these communities snow for neighbors; welcoming newcomers and helping them Recognize that each type of learn English, helping new community has unique neighbors register to vote characteristics compared to f. people who own property, such the other types of as a house, condominium or communities commercial building, in a city or town contribute to community Note: There aren’t any grade 3 services by paying taxes, which lessons that tie into fund services such as public Massachusetts local schools and libraries, government. city/town/regional planning, street maintenance.

Grade 3- Massachusetts, Home to Many Different Topic 2: The geography and Native Peoples of Massachusetts Time Frame: People Topic 3: European explorers’ first contacts with Native Peoples in November 1-January 15 the Northeast

Big Idea(s): How did Native Peoples live in New before Europeans arrived?

Essential Question(s): How did European explorers describe the Northeast and its Native Peoples? As they explored the Northeast, what were the Europeans in search of?

Massachusetts Content Standards Massachusetts Practice Timeline Key Vocabulary and Ideas Resources Standards

Topic 2 1. Demonstrate civic This is not aligned to 1. On a physical map of North knowledge, skills, dispositions Connexus. Cape

America, use cardinal directions, Bay map scales, legends, and titles to 2. Develop focused questions Week 1: Complete a map of locate the Northeast region and or problem statements and . Include: states identify important physical conduct inquiries features (e.g., rivers, lakes, ocean  Locate Northeast shoreline, capes and bays, and 3. Organize information and region data from multiple primary Wampum mountain ranges).  Identify major rivers, 2. On a political map of the and secondary sources lakes, capes, and bays, Moccasin current United States, locate the 4. Analyze the purpose and as well as the New England states (Connecticut, point of view of each source Appalachians Powwow

Rhode Island, Massachusetts,  Students should

New Hampshire, , and 5. Evaluate the credibility, demonstrate accuracy, and relevance of You Tube: The ). understanding of Way Clarification statement: These each source legend and scale standards are designed to be a https://www.youtube.com/watch transition from grade 2, when 6. Argue or explain ?v=SmisO7pdMW4 students learned about map conclusions, using valid Week 2: On a political map, components and the difference reasoning and evidence identify the New England between physical geography and states https://www.plymouth400inc.or g/our-story-exhibit-wampanoag- political geography. 7. Determine next steps and history/#:~:text=The%20Wamp 3. Explain the diversity of Native take informed action, as  Identify the location of anoag%20have%20lived%20in, Peoples21, present and past, in appropriate three native tribes )%20to%20establish% Massachusetts and the New  Using the map, have 20Plymouth%20Colony. England region. students explain what a. the names of at least three resources these tribes native groups (e.g., relied on for survival /Wabanaki, , Mohican/Stockbridge, Week 3:

Narragansett, ,  Identify the foods Wampanoag) farmed by the native b. the locations of tribal tribes; how they territories in the state fished and hunted. c. physical features and their influence on the locations of  Explain the meaning of traditional settlements Powwow d. contributions of a tribal group Wampum from the area of the school (e.g., Moccasin language, literature, arts, trade routes, food such as corn, beans,  Identify places that were named by the and squash, useful items such as baskets, , wampum, and native tribes and the useful knowledge of medicinal meaning of those plants, words such as powwow words and moccasin, and many names for waterways, hills, mountains, islands and place names, such as the Connecticut and Merrimack Rivers, Mount Wachusett, the Taconic Range, , Primary Source aligned to Natick, Seekonk, Agawam, Week 4: Using a map of the Topic 3, Learning Standard 3. Chicopee) world, have students label: American Indians

 Asia “They are dark-skinned, Topic 3  Europe similar to the Ethiopians. 1. Locate North America, the Trade route  North America They have black, thick and Atlantic Ocean, and Europe on a  Northwest Passage not very long hair […] Well map, explain how Native Peoples proportioned, of medium first came into contact with China trade height, sometimes higher Europeans, and explain why Have students list the than ours, with a broad Europeans in the 16th–17th resources that North America chest, strong arms and centuries sailed westward across provided to Europe in the 17th nicely laid out legs and the Atlantic (e.g., to find new century (timber, iron ore, fish other body parts. Their trade routes to Asia and new (cod), tobacco, corn eyes are large and black, supplies of natural resources such watchful and lively. They as metals, timber, and fish). Weeks 5-6: do not have a great 2. Trace on a map the voyages of Have students trace the physical strength but a European explorers of the voyages of the following keen intelligence and are agile and very strong Northeast coast of North America explorers of the northeast runners […] They are very (e.g., Giovanni Caboto [John coast of North America: generous. They are willing Cabot], Bartholomew Gosnold,  John Cabot to give everything they Giovanni de Verrazano, John  have. We struck up a good Smith, Samuel de Champlain).  Giovanni di Verrazano friendship with them.”

3. Explain how any one of the  Henry Hudson explorers described the Native  John Smith (G. da Verrazzano, letter Peoples and the new lands, and  Bartholomew Gosnold to the King of compare an early 17th century Francis I, July 1524) map of New England with a Have students describe one current one. accomplishment of each of these explorers

Grade 3- Massachusetts, Home to Many Different Topic 4. The Pilgrims, the , and Time Frame: People Native Communities [3.T4] January 19-March 19 Topic 5. The Puritans, the , Native Peoples, and Africans [3.T5]

Big Idea(s): What were the challenges for women and men in the early years in Plymouth? Essential Question(s): How did the interactions of Native Peoples, Europeans, and enslaved and free Africans shape the development of Massachusetts?

Massachusetts Content Standards Massachusetts Practice Timeline Key Vocabulary and Ideas Resources Standards

Topic 4 1. Demonstrate civic knowledge, skills, dispositions Week 1 Separatists 1. Explain who the Pilgrim men https://www.plimoth.org/le and women were and why they 2. Develop focused questions The first European settlers in Religious freedom arn/just-kids/homework- left Europe to seek a place where or problem statements and New England help/who-were-pilgrims they would have the right to conduct inquiries Compact practice their religion; describe Week 2 their journey, the government of 3. Organize information and Majority rule their early years in the Plymouth data from multiple primary Why the need for the Pilgrims and Native Colony, and analyze their and secondary sources Americans relationships with the 4. Analyze the purpose and Wampanoag and point of view of each source Week 3 https://www.youtube.com/ Abenaki/Wabanaki people. watch?v=hwQbMrqU-EA a. the purpose of the Mayflower 5. Evaluate the credibility, The challenges of settlement Compact and the principle of self- accuracy, and relevance of government each source Week 4 Background information on b. challenges for Pilgrim men, the relationship between the women, and children in their new 6. Argue or explain How the Native Americans Wampanoag and the home (e.g., building shelter and conclusions, using valid helped the Pilgrims Pilgrims: starting farming, becoming reasoning and evidence accustomed to a new https://www.mayflower400 environment, maintaining their 7. Determine next steps and uk.org/education/native- faith and keeping a community take informed action, as america-and-the-mayflower- together through self- appropriate 400-years-of-wampanoag- government) history/ c. contacts with the native leaders and , events leading to a celebration to give thanks for the harvest, and Religious intolerance subsequent relationships Week 5 between Europeans and Native “city on a hill” Peoples in southeastern Why did the Puritans come to Massachusetts.24 America? To purify

Topic 5 Make a chart with three Religious conversion 1. Compare and contrast the roles columns: Pilgrims, Puritans, and leadership decisions of early and Native Americans The settlement of the Overview of the Puritans English leaders of the Puritans of colonies of Connecticut, the Massachusetts Bay Colony Have students enter the Rhode Island and New https://13colonies.mrdonn.o and the Pilgrims of the Plymouth names of these leaders and Hampshire rg/puritans.html colony (e.g., John Winthrop, their roles and decisions Miles Standish, William Brewster, , William Week 6 Slavery-first enslaved Bradford, , John people were brought Cotton, Thomas Hooker) and the King Philip’s War into Virginia in 1619 roles and decisions of the leaders Why did it break out, where Summary of the war with of Native Peoples (e.g., did it take place and what was map Massasoit, Metacom, also known the outcome? How did the triangular as King Philip). trade between the https://accessgenealogy.com 2. Explain why Puritan men and Americas, Europe and /connecticut/king-philips- women migrated in great Africa benefit war-indian-wars.htm numbers to Massachusetts in the Massachusetts? 17th century, how they moved west from the Atlantic coast, and the consequences of their How did Massachusetts migration for the Native Peoples use its resources to of the region (e.g., loss of develop its economy? territory, great loss of life due to Week 7 Tour of the Adams National susceptibility to European Historical Park. diseases, religious conversion, Use primary sources to conflicts over different ways of examine lives in colonial Distinguish between Junior Ranger Booklet with life such as the Pequot War and Massachusetts (tour of Adams indentured servants and quizzes, word searches, etc. King Philip’s War). National Historical Park) enslaved people 3. Using visual primary sources such as paintings, artifacts, Week 8 https://www.nps.gov/adam/ historic buildings, or text sources, learn/kidsyouth/upload/Ada analyze details of daily life, The economy of colonial ms-Junior-Ranger-Booklet- housing, education, and work of Massachusetts ages-9.pdf the Puritan men, women, and children of the Massachusetts Bay Colony, including self- Life in Puritan Massachusetts employed farmers and artisans, indentured servants, employees, https://mrnussbaum.com/lif and enslaved people. e-in-puritan-massachusetts- 4. Explain that in the 17th and reading-comprehension- 18th century slavery was legal in printable all the French, Dutch, and Spanish, and English colonies, including Massachusetts and that Copy of Puritan textbook colonial Massachusetts had both free and enslaved Africans in its https://www.google.com/url population. ?sa=i&url=https%3A%2F%2F fineartamerica.com%2Ffeatu 5. Explain the importance of red%2F10-new-england- maritime commerce and the primer-1727- practice of bartering – exchanging granger.html&psig=AOvVaw goods or services without 10wJTccfBmUCcXRzW1oeHJ payment in money—in the development of the economy of &ust=1611945718323000&s colonial Massachusetts, using ource=images&cd=vfe&ved= materials from historical societies 0CAIQjRxqFwoTCNCyl_Ojv- and history museums as 4CFQAAAAAdAAAAABAY reference materials. a. the fishing and shipbuilding industries Map of the triangular trade b. trans-Atlantic and Caribbean trade, especially the Triangular https://www.google.com/url Trade that included Africans to be ?sa=i&url=https%3A%2F%2F sold as slaves in the colonies and kids.britannica.com%2Fkids goods such as sugar and cotton %2Farticle%2Ftriangular- produced by slave labor to be trade%2F628657&psig=AOv sold in the colonies and in Europe Vaw3_gPIxCNbkrUOaeVE_I3 YI&ust=1611939876327000 c. the development of seaport &source=images&cd=vfe&ve cities of New Bedford, d=0CAIQjRxqFwoTCLC1rZyOv Newburyport, Gloucester, Salem, -4CFQAAAAAdAAAAABBS and

From the New Bedford

Whaling Museum. It will need modification for 3rd graders but they should enjoy the voyage around the world with stops in the Azores and Cape Verde Islands.

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