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Grade 3- Massachusetts, Home to Many Different People

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Grade 3- Massachusetts, Home to Many Different People Grade 3- Massachusetts, 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. Map scale lived there or still live there, the 5. Evaluate the credibility, Objectives: accuracy, and relevance of people who established it as a Legend each source colonial town, its founding date, 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 reasoning and evidence the town). Explain that before the 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 England 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 North America. Include: New England states identify important physical conduct inquiries features (e.g., rivers, lakes, ocean Locate Northeast Canoe 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, Vermont, and 5. Evaluate the credibility, demonstrate accuracy, and relevance of You Tube: The Wampanoag Maine). 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 Plymouth)%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 Abenaki/Wabanaki, Massachusett, Mohican/Stockbridge, Week 3: Narragansett, Nipmuc, 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, canoes, 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, Nantucket, 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 Northwest Passage not very long hair […] Well map, explain how Native Peoples proportioned,
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