Lakewood City Schools Social Studies StandardsBased Course of Study 2003 Third Grade – Communities: Past and Present, Near and Far
Welcome to Third Grade Social Studies. The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized. Below is an outline of four major components of the program.
I. Lakewood City Schools StandardsBased Course of Study • Arranged by mandated Academic Content Standards • Each standard is coordinated with 35 Benchmarks and Grade 3 Level Indicators • Lakewood City Schools Social Studies StandardsBased Course of Study is aligned with the Ohio Department of Education’s Academic Social Studies Content Standards • Provides a variety of possible strategies and resources to be used with each Benchmark
II. Pacing Chart (pp. 1213) • Third Grade StandardsBased Course of Study is divided into six Units • Suggested time frame included for pacing units • Units could be sequenced in a variety of ways
III. Vocabulary List (pp. 1415) • Bold type indicates student vocabulary which needs to be mastered as this grade level • * Indicates vocabulary which has been mastered at a previous grade level and needs to be maintained at third grade level
IV. Textbook: Harcourt Brace – Communities • Provides basic reference material for each unit • Provides lessons and practice for a variety of geography skills • Provides ideas for teaching, remediation, and enrichment • Provides ideas for assessment
Social Studies COS 31 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade 2003
Scope and Sequence – Communities: Past and Present, Near and Far The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized.
Third Grade History Standard Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Construct time lines to Chronology *See study skills #6a,d,e,f, for transportation, technology demonstrate an 1. Define and measure time by years, 2. Introduce chronological order as a synonym to sequential order. understanding of units decades and centuries. of time and time line – place in chronological order chronological order. 2. Place local historical events in Time liner timeline of: own life sequential order on a timeline. family history Time for Kids famous person C) Explain how new Lakewood history developments led to Growth the growth of the 3. Describe changes in the 3f. Compare such examples as: building a railroad, highway, or canal as a result of a transportation need. United States. community over time including Combine community and/or historical events with a personal time line. changes in: 3f+g. Show causeeffect relationships using a graphic organizer. a. businesses b. architecture 1. Here Comes the Mystery Man – Scott Russell Sanders c. physical features 2. A River Ran Wild – Lynn Cherry d. employment 2+3. The Little House – Virginia Lee Burton 2. The Amazing Impossible Erie Canal – Cheryl Harness e. education 4. Carry Me Home Cuyahoga – Christine Petrell Kallerig f. transportation g. technology References: Oh My Ohio activity book h. religion Cleveland AZ Cultural Diversity Cleveland Bicentennial Kit i. recreation. Field Trips: Hale Farm, Lake Farm Park, Western Reserve Historical Society, Lorenzo Carter Cabin Social Studies COS 32 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade People in Societies Standard Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Compare practices and Cultures 1. Mama Provi and the Pot of Rice products of North American 1. Compare some of the cultural practices and products of various cultural groups. groups of people who have lived in the local community including: 1d. culture day –food, dress, customs a. artistic expression b. religion 1. Molly’s Pilgrim – VHS, book c. language d. food. 2. Create a chart and add groups as they are discussed. 2. Compare the cultural practices and products of the local Diversity includes: age, ethnicity, religion, community with those of other communities in Ohio, the United disability, gender, etc. States and countries of the world. Introduce: cultural groups – refers to a number of individuals sharing unique characteristics (e.g., rate, ethnicity, national origin, and B) Explain the reasons people Interactions religion) from various cultural groups 3. Describe settlement patterns of various cultural groups within the came to North America and local community. Kidspiration, Inspiration, Clarisworks, Venn the consequences of their Diagram interactions with each other. Kid Pix slide show
Pathfinder www.lkwdpl.org/schools/schlpath/htm
Harcourt Brace textbook – Unit 6
Social Studies COS 33 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade Geography Standard Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Use map elements or Location 1. Nystrom maps/globes coordinates to locate 1. Use political maps, physical maps and aerial photographs to physical and human features ask and answer questions about the local community. 2. director indicator = compass rose of North America. cardinal directions listed in classroom 2. Use a compass rose and cardinal directions to describe the relative location of places. 2. relative location – a location of a point relative to another point or points. (Nordonia is north of 3. Read and interpret maps by using the map title, map key, Mogadore.) Students are not responsible for direction indicator and symbols to answer questions about the absolute location. local community. 4. human features are synonymous with man 4. Use a number/letter grid system to locate physical and human made features (bridges, dams, highways, parks). features on a map. 5. tropics = Tropic of Cancer and Tropic or 5. Identify the location of the equator, Arctic Circle, Antarctic Capricorn Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes. 6. landforms = Mogadore Reservoir, Cuyahoga River, plains
6. make topographical maps (salt clay) B) Identify the physical and Places and Regions human characteristics of 6. Identify and describe the landforms and climate, vegetation, 6. Venn diagrams – comparing landform, climates places and regions in North population and economic characteristics of the local America. community. Aerial – A Birds Eye View – Rand McNally
Neighborhood Map Machine Software
Harcourt Brace textbook – Unit 1, Lesson 1
Social Studies COS 34 07/2003 Third Grade Geography Standard (continued) Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 C) Identify and explain ways Human Environmental Interaction 7. habitat study – diagrams people have affected the 7. Identify ways that physical characteristics of the environment affect physical environment of and have been modified by the local community. [Must include 7. Field Trips: Lake Erie North America and analyze landforms, bodies of water, climate and vegetation.] Cuyahoga River the positive and negative Indian mounds consequences. Western Reserve Historical Society Great Lakes Science Center Tour William Mather
8. study underground railroad § Erie Canal § Cuyahoga Valley Railroad § towboats (locks) D) Analyze ways that Movement transportation and 8. Identify systems of transportation used to move people and products communication relate to and systems of communication used to move ideas from place to patterns of settlement and place. economic activity.
Social Studies COS 35 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade Economics Standard Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Explain the opportunity costs Scarcity and Resource Allocation *See study skills #6 for 6 steps of problemsolving. involved in the allocation of 1. Define opportunity cost and give an example of the scarce productive resources. opportunity cost of a personal decision. 1. A student has $15.00 of birthday money to spend and has the following options: go to Discovery Zone, buy a toy, purchase a new shirt, or put the money in the bank. The alternative choices opportunity costs are the choices the student did not select.
3. Perform household chores for an allowance, purchase materials for a hobby. Farmers produce food and citizens consume food. B) Explain why Production, Distribution and Consumption A company produces tires and the public consumes entrepreneurship, capital 2. Identify people who purchase goods and services as (purchases) the tires. Role play a clerk at the mall or goods, technology, consumers and people who make goods or provide services as selling homemade lemonade at a yard sale. specialization and division producers. of labor are important in the 4. division of labor = a labor resource which is production of goods and 3. Categorize economic activities as examples of production or being used in a particular way services. consumption. Students must identify their criteria for evaluating the 4. Explain the advantages and disadvantages of specialization advantages/disadvantages. and the division of labor to produce items. Harcourt Brace textbook – Unit 4, Lesson 2, 3, 4
The Doorbell Rings – Pat Hitchins A Job for Jenny Archer – Ellen Conford What’s Cooking Jenny Archer? – Ellen Conford Clarinda is in the Mooood for Economics
Social Studies COS 36 07/2003 Third Grade Economics Standard (continued) Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 C) Explain how competition Markets See study skills #3 for relationships of cause affects producers and 5. Identify different forms of money used over time, and recognize that and effect. consumers in a market money facilitates the purchase of goods, services and resources and economy and why enables savings. 5. role of money: to help in purchasing specialization facilitates goods, services, land resources, labor trade. 6. Explain how the local community is an example of a market where resources and capital resources. Work with buyers and sellers exchange goods and services. forms of money: coins, currency, credit cards. discuss reasons for saving one’s 7. Identify examples of economic competition in the local community. money.
“Here’s How” video § show 10minute video § choose words that were used and place under the correct headings: land/capital entre/labor
Resources: Garage Sale Economics – by EconomicsAmerica at John Carroll (2163974384) designed for the 3 rd Grade Course of Study – includes Reader’s Theater and correlates with other disciplines and strands.
Field Trips: Malley’s
Social Studies COS 37 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade Government Standard Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Identify the responsibilities Role of Government 1. Invite local government officials to discuss their of the branches of the United 1. Explain the major functions of local government including: roles in the community. Invite speakers to come in States government and a. promoting order and security (policeman). explain why they are b. making laws Field trips to city hall, etc. necessary. c. settling disputes d. providing public services 1a. for example, fire and police protection, snow e. protecting the rights of individuals. removal, etc.
2. Explain the structure of local governments and identify local 1d. for example, provide parks, schools, sponsoring leaders such as township trustees, county commissioners, city day care facilities, public parking, etc. council members or mayor. 2. structure of local government = the three 3. Identify the location of local government buildings and explain branches: the functions of government that are carried out there. legislative = city council executive = mayor 4. Identify goods and services provided by local government, judicial = judges / local courts why people need them and the source of funding (taxation). 2. See study skills #1. 5. Define power and authority. 2. for example, mayor’s court, local court, etc. 6. Explain why the use of power without legitimate authority is unjust such as bullying, stealing. 4. See study skills #3.
Arthur Meets the President – Marc Brown (Student could write a parallel to their local community.)
Harcourt Brace textbook – Unit 5, Lesson 1, 2, 3, 4 Social Studies COS 38 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade Citizenship Rights and Responsibilities Standard Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.
Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Explain how citizens take Participation 1a. Artistic display of fall foliage and harvest part in civic life in order to 1. Describe how people help to make the community a better place in products, informational signs, clean up the promote the common good. which to live including: playground, plant flowers around the school. a. working to preserve the environment Develop a bumper sticker, rap poster, etc., b. helping the homeless which will heighten awareness of our c. restoring houses in lowincome areas immediate environment and improve it. d. supporting education Establish an extracurricular project e. planning community events (volunteer) to solve a local environmental f. starting a business. problem.
2. Demonstrate effective citizenship traits including: 3. See study skills #6. a. civility b. respect for the rights and dignity of each person Green City – Ryan DiSalvo ( a book about a c. volunteerism community recycle project) d. compromise e. compassion Harcourt Brace textbook – Unit 1, Lesson 2 f. persistence in achieving goals g. civicmindedness.
B) Identify rights and Rights and Responsibilities responsibilities of 3. Describe the responsibilities of citizenship with emphasis on: citizenship in the United a. voting States that are important for b. obeying laws preserving democratic c. respecting the rights of others government. d. being informed about current issues e. paying taxes.
Social Studies COS 39 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade
Third Grade Social Studies Skills and Methods Standard Students collect, organize, evaluate and synthesize information from multiple sources in order to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or realworld settings.
Ohio Benchmark Grade Level Indicators Strategies/Resources Grades 35 Universal: Applies to All Indicators Contact the local historical society or library Gradelevel indicators leading to the attainment of the Social Studies Skills archivist for materials on your area. and Methods Standard are listed at the grade level where they should be Cuyahoga Falls Taylor Library – the Archive emphasized. Although indicators are not listed more than once, it is Room – has resources that can be copied and understood that students will continue to develop skills at successive grade used in classrooms. Digital cameras levels with increasingly more difficult content. For example, kindergartners (without flash) can be used to photograph the may compare a cellular telephone and an oldfashioned telephone while old archive records. twelfth graders may compare the views of two candidates on a particular issue. draw inferences
A) Obtain information from a Obtaining Information See Government #2. variety of primary and 1. Obtain information about local issues from a variety of sources secondary sources using the including: Introduce: primary / secondary sources component parts of the a. maps source. b. photos primary sources – diaries, letters, eyewitness c. oral histories newspaper accounts, interviews d. newspapers e. letters secondary sources textbooks f. artifacts g. documents.
2. Locate information using various parts of a source including: a. the table of contents b. title page c. illustrations d. keyword searches.
Social Studies COS 310 07/2003 Third Grade Social Studies Skills and Methods Standard (continued) Students collect, organize, evaluate and synthesize information from multiple sources in order to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or realworld settings.
Ohio Benchmark Grade Level Indicators Strategies/Resources Grades 35 B) Use a variety of sources to Thinking and Organizing Explain what a particular causeandeffect organize information and 3. Identify possible cause and effect relationships. relationship is or select a relationship that is draw inferences. supported by the information provided, i.e., commercials, cartoons (Nationwide, Sierra 4. Read and interpret pictographs, bar graphs and charts. Mist, Reebok, Funniest Home Videos)
See History #2.
See Government #4. C) Communicate social studies Communicating Information information using graphs or 5. Communicate information using pictographs and bar graphs. tables. *See Economics strand for ways to implement problemsolving.
See History #3f, #3g.
See Citizenship Rights & Responsibilities D) Use problemsolving skills Problem Solving #3. to make decisions 6. Use a problemsolving/decision making process which includes: individually and in groups. a. identifying a problem b. gathering information c. listing and considering options d. considering advantages and disadvantages of options e. choosing and implementing a solution f. evaluate the success or failure of the solution.
Social Studies COS 311 07/2003 Third Grade Suggested Pacing Guide
History 5 Weeks (Harcourt Unit 1Lesson 4, Unit 3, Lessons 1, 7) Artifacts p. 175 Time Line p. 61 The Story of James Nicholson, W. M. Gregory (The History of Lakewood) Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.
People in Societies 5 Weeks (Harcourt Unit 6) Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.
Geography 5 Weeks (Harcourt pp. 46, 96, 115, 250; Nystrom Cart) Map/Globe Skills Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.
Economics 5 Weeks (Harcourt UnitLessons 24) Garage Sale Economics Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Government 4 Weeks (Harcourt Unit 2Lesson 6, Unit 3Lessons 14) Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.
Social Studies COS 312 07/2003 Third Grade Suggested Pacing Guide (continued)
Citizenship Rights and Responsibilities 5 Weeks (Harcourt Unit 1Lessons 12; Kids Vote Binder) Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.
Social Studies Skills and Methods (ongoing throughout school year) Students collect, organize, evaluate and synthesize information from multiple sources in order to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or realworld settings.
Social Studies COS 313 07/2003 Third Grade: Communities: Past and Present, Near and Far Lakewood City Schools 2003
History People in Societies Geography Economics Government Citizenship Rights Study Skills and – Responsibilities Methods cultural patterns *culture *continents opportunity cost branches of local civic life analyze *time lines cultural groups North America *consumer government: common good interpret *chronological order *custom *maps: *producer executive preserving demo comparison decades communication political production legislative cratic construct centuries *diversity physical consumption judicial government explain sequential religion aerial entrepreneurship *responsibilities democratic process define compare *tradition prime meridian capital disputes low income measure contrast consequences *compass rose *goods public services preserve environ *compare ancestor interactions *cardinal directions technology county ment *contrast founder settlement patterns *map title 4 factors of commissioners homeless patterns people in societies cultural practices *map key production city council civility *identify *artifact artistic expression map symbols *services *mayor *respect primary and historical events ethnic groups coordinate maps division of *labor legitimate authority civic mindedness secondary developments social groups equator *savings local volunteer sources community products Arctic Circle *resources *government community events documents Antarctic Circle *buyers judge current issues/ governed North Pole *sellers police officer current events sequential order South Pole *economy laws compromise Prime Meridian *wants/needs rights compassion tropics *barter city hall taxes hemisphere *scarcity taxation business *landforms technology power supporting climate, products specialization *authority education vegetation effects of local funding restoration population competition local government rights economic product *citizenship characteristic distribution *responsibilities transportation advantages/ voting communication disadvantages obeying laws transience: money citizens effecting workers economic investors activity Social Studies COS 314 07/2003 Third Grade: Communities: Past and Present, Near and Far Lakewood City Schools 2003
History People in Societies Geography Economics Government Citizenship Rights Study Skills and (continued) (continued) – Responsibilities Methods regions market economy *environment trade patterns of settlement bodies of water economic activity direction indicator *physical features *human features symbols globes number/letter grid system
Social Studies COS 315 07/2003