3Rd Grade Social Studies: Unit 0

East Baton Rouge Parish Schools 3rd Grade Social Studies: Unit 0 - Maps, Globes & My Community Instructional Itinerary 2016 – 2017 Most Resources require you to log in - https://www.pearsonrealize.com Additional Resources to teach this unit can be found here. http://www.louisianabelieves.com/docs/default-source/scope-and-sequence/social-studies-sample-scope-and-sequence---grade-3- pdf.pdf?sfvrsn=4 Unit 0: Unit Time Pearson Academic-Domain Pearson Realize Online Resources Writing Primary and/or Maps, Globes & Frame Aligned Lesson Vocabulary (ex: political cartoon, video, etc.) (DBQ, political Secondary My Community Plan cartoon, Reading Sources Like a Historian…)

LA Social Studies August 10 Pearson Rule - statement that tells you what is or is not allowed *NOTE: The Pearson text book, work book, and online Journal Writing Miss Nelson Is Missing 2011 GLE's: – Sep. 2, Law - system or set of rules made by the government of a town, resources should be used as reference materials. Special state, country R-A-C-E-S strategy: By: Harry Allard 2016 Chapter 5, Lesson consideration should be given to each chapter's "Focus on 1 "Good Citizens, Volunteer – a person who works for no pay to improve the Content Standard Louisiana" section, as these more directly address the R-A-C-E-S example Good Deeds" community and help others Where Do I Live 3 ½ Weeks Timeline - a table listing important events for successive years (2011) Louisiana GLE's. paragraph Prezi By: Neil Chesanow

3.6.1, 3.4.6, within a particular historical period Chapter 1, lesson 1 Citizen – an official member of a community 3.3.1, 3.6.2, "What Makes a Social Studies third grade - some links are no longer DBQ (document- Me On the Map Cooperate – to work together 3.5.1, 3.3.3, Community" current, and it is all based on the previously used, Louisiana based-questions) By: Joan Sweeney Equator – imaginary line dividing northern and southern 3.3.4, 3.3.5, hemispheres Comprehensive Curriculum, and not current GLE's (2011). or readworks for Chapter 1, lesson 2 abundance of 3.3.6, 3.3.7 Prime meridian – imaginary line dividing the eastern and western My World Student "Where hemispheres Online materials used for Unit 0: material Communities Are Atlas Globe – a 3-D sphere representing the Earth Content support Located" CITIZENSHIP: Hemisphere – half a sphere  The Kingdom with No Rules, No Laws, and No King R-A-F-T-S rubric can be http://lrce.org/ has 3.1.1, 3.1.2, Compass Rose – symbol on map showing directions used for scoring and classroom sets of Chapter 1,  Pearson Chapter 1 My Story Map Key/legend – part of a map that tells what symbols stand for improving writing many relevant 3.6.3, 3.1.3 Lesson 3 "Three Symbol – stands for something (on a map) books available to Types of Cardinal Directions – north, east, south, west COMMUNITIES: check out for free Cross-curriculum Communities" Intermediate Directions – northwest, northeast, southeast,  Various Types of Louisiana Maps Pearson Main Idea Literature southwest graphic organizer st  Louisiana's Official Highway Map Chapter 1 21 Absolute location – where exactly a place is located on Earth Century Map Skill:  Pearson LA Outline Map RL.3.1, RL.3.2, Relative location – describes where places are relative to other Latitude and places  3rd grade interactive map skills RL.3.6, RL.3.9 Longitude(TE: 15) Generalization of facts Latitude – imaginary lines going horizontally around the globe and  Interactive map: Types of communities

measuring distance from the equator  interactive rural or urban activity (TE: 9, 10, 17; SE: 22, Informational Text Chapter 1, Focus 23) Longitude – imaginary lines going vertically around the globe and  types of communities worksheet on La: Locating measuring distance from the prime meridian RI. 3.3, RI.3.2, Louisiana Landform – the form or shape of a part of Earth's surface  create a map download Main Idea/details (TE: RI.3.7, RI.3.10 Community – place where people live and work together  Interactive Grid Map 86, 108; SE: 115, 136) st Chapter 2, 21 Urban - community in a large city  Compass Tag Century Skill: Rural - community with plenty of open space  National Geographic Zoom-In Map Interpret maps Suburban - community near a large city  suggested map activities SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Chapter 3, 21st Region – an area with common features that set it apart from  more map fun Century Skills: other places Timeline Culture – the way of life of a group of people GLOBES: Diverse – different cultures *Activities and Continent – One of the 7 largest areas of land on Earth (Asia,  Balloon Globe Activity Directions reference Africa, North America, South America, Antarctica, Europe, and  Google Earth set up books/videos... Australia)  Continent Matching Game are suggestions. Census – a count of the population (can be shown in a population *Some can be map) done as cross- curriculum *Ample opportunities should be offered for students to use terms projects during using engaging activities such as those found at: flocabulary other subjects, vocabulary games and pinterest vocabulary ideas or as homework to address time * Frayer Model Vocabulary Strategy Graphic Organizers will also constraints benefit students. This may be done in class or assigned as homework. (Give approximately 4 words at a time)

Claims (Evidence, Guided Questions…) Guided Questions: For each content standard (GLE) that will be assessed, students can respond with a paragraph (R-A-C-E-S paragraph writing strategy ) to answer a guided question. Each GLE will be addressed over several days. The first day, the students write an answer to activate prior knowledge, understandings, and opinions. The teacher may use the journal writing as a formative assessment (pre-lessons) to clarify student understanding or misconceptions; addressing any deficiencies individually, in small groups, or by re-teaching the class. A line is drawn under the paragraph, and students will be encouraged to jot notes as they learn about the topic. After completing lessons and activities related to the guided question, students will be asked to write another paragraph, incorporating what they have learned and using academic-domain vocabulary. Post-lesson responses may be graded, using R-A-F-T-S rubric.

HOW AM I A CITIZEN OF MY CLASSROOM? WHAT RIGHTS AND RESPONSIBILITIES DO I HAVE IN THE CLASSROOM AND SCHOOL? 1. What are the rights and responsibilities of individuals in making a community and state a better place to live? (3.6.1) 2. What are the qualities of a good citizen? (3.6.2) 3. What happens when rules and laws are not followed, or don’t exist at all? (3.5.1)

WHAT IS A COMMUNITY? HOW CAN I USE A MAP TO FIND MY COMMUNITY? 1. What are the differences between urban, suburban, and rural communities? (3.4.6) 2. How can I locate my community, and others, on a map of Louisiana using cardinal and intermediate directions, or a grid system? (3.3.3, 3.3.7) 3. What are the differences in political, physical, and other types (population, topographical) maps of Louisiana? (3.3.1, 3.3.5, 3.3.6)

HOW CAN I USE A GLOBE TO FIND MY COMMUNITY IN RELATIONSHIP TO OTHERS AROUND THE WORLD? 1. How can I find my (absolute) location on a globe? What hemispheres show the location of Louisiana? (3.3.2)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Teacher Lesson Resources Videos and Presentation Resources for Lesson: CITIZENSHIP: Miss Nelson is Missing You Tube COMMUNITIES: Brain Pop, Jr. reading a map Power Point - political and physical maps You Tube Types of Communities Brain Pop, Jr. Rural, Urban, Suburban GLOBES: Brain Pop, Jr. Continents and Oceans You Tube Continent's Song *NOTE: Before any learning can occur, it is imperative to create a "safe learning environment" where all students feel comfortable participating. Classroom procedures are left up to the individual teacher, but should be modeled and explicitly stated during the early days of school. Procedures should allow for the orderly exchange of ideas, investigation of knowledge, and valuation of all members. Explain to students that the rules and procedures are important to keep everybody safe, both physically and mentally.

Worksheets and Activities for Lessons: Citizenship What are the rights and responsibilities of individuals in making a community and state a better place to live (beginning with the "classroom community")? (3.6.1) What are the differences between rules and laws? (3.5.1) How can a citizen help solve a local (classroom) issue? (3.6.3)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW read aloud The Kingdom with No Rules, No Laws, and No King by Norman Stiles (3.5.1) (ELA connection; RL.3.1, RL.3.2, RL.3.6)  TLW discuss the story in small groups and collaborate on the differences between rules and laws (3.5.1)  TTW display a T-chart of Rules vs Laws, and ask each group to contribute examples (3.5.1)  TTW present a video presentation of Miss Nelson is Missing You Tube (Literature connection; RL.3.1, RL.3.2)  TLW collaborate with a small group to complete a Venn Diagram, comparing and contrasting the behavior of Miss Nelson’s classroom and their own (Literature connection; RL.3.1, RL.3.6, RL.3.9)  TTW discuss with students how behavior could be improved in Miss Nelson’s class, and the importance of rules and procedures/ rights and responsibilities (3.6.1, 3.6.2)  TLW brainstorm rules for their own classroom and contribute to a class list of rules; TTW record on a class record and everyone will help decide the ones that will be made permanent for the year  TLW discuss how to handle conflicts in a school environment, and the need for cooperation; TLW complete student pages 166,167 (3.6.3)

Worksheets and Activities for Lessons: Communities What are the differences between urban, suburban, and rural communities in Louisiana? (3.4.6) How can I locate my community, and others, on a map of Louisiana using cardinal and intermediate directions, or a grid system? (3.3.3, 3.3.7) What are the differences in political, physical, and other types (population, topographical) maps of Louisiana? (3.3.4, 3.3.5, 3.3.6)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 1 –27, 32, 40-41  TLW complete Pearson's Workbook pages: 12 –41; 41B - 41F TYPES OF COMMUNITIES ACTIVITIES: (3.4.6)  TTW present a video presentation detailing the three types of communities You Tube Types of Communities (3.4.6)  TLW use technology to compare rural and urban communities interactive rural or urban activity (3.4.6)  TLW complete a worksheet on the 3 types of communities types of communities worksheet (3.4.6)  TLW make a tri-fold project; illustrating each type of community and writing a sentence to describe – Bonus: Name a Louisiana community for each type (this can be done in journals, or on construction paper and displayed in classroom) (3.4.6) USING MAPS ACTIVITIES: (3.3.1, 3.3.3, 3.3.4, 3.3.5, 3.3.6, 3.3.7) NOTE: * This section is not supposed to be all-inclusive of map skills, but rather an introduction to understanding how to use maps. Louisiana maps should be used throughout the year!  TLW read books such as Where Do I Live? and Me On the Map (ELA connection RI.3.1)  TTW find examples of each type of community on a map of Louisiana Various Types of Louisiana Maps (3.3.1, 3.3.5)  TTW have students (brainstorm with a partner) discuss maps of Louisiana Various Types of Louisiana Maps (3.3.1, 3.3.5)  TLW draw a map outline of Louisiana Pearson LA Outline Map (3.3.6)  TTW present Brain Pop, Jr. reading a map and discuss "quiz" questions (3.3.1, 3.3.3)  TTW describe differences in political and physical maps using Power Point - political and physical maps (3.3.1)  TLW use technology to create a map download  TLW complete some fun compass rose and map activities such as suggested map activites or more map fun (3.3.1. 3.3.3, 3.3.7)  GAME: TTW place cardinal and intermediate direction signs in the room on the walls and corners, and have the students play “I SPY” using directions (i.e. I spy something north of the clock) (3.3.3)  TLW practice using a grid system Interactive Grid Map (3.3.7)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TLW play Compass Tag (3.3.3)  TLW use technology to increase map skills 3rd grade interactive map skills (3.3.3, 3.3.7)  GAME: TLW locate cities in Louisiana using Louisiana's Official Highway Map First person will select a community in Louisiana, and give cardinal/intermediate directions to guide the second person who will have to find and name the community; the partners reverse roles and select different communities. Make it fun by using a Hot Wheels type of car. (3.3.3)  TLW use technology to interact with maps of all types of communities Interactive map: Types of communities  CRITICAL THINKING: TLW discuss with a partner or small group how technology may have changed family life and communities in Louisiana over time. (3.1.2)

Worksheets and Activities for Lessons: Globes How can I find my (absolute) location on a globe? What hemispheres show the location of Louisiana? (3.3.2)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 25  TLW complete Pearson's Workbook pages: 41A, 46-47 REVIEWING THE CONTINENTS:  TTW present a Brain Pop, Jr. Continents and Oceans video  TTW pass out blank world maps to students and call on them to name the continents and oceans  TLW explore with a partner the My World Student Atlas, focusing on world maps and how to read an atlas (ELA connection; RI.3.7, RI.3.10)  TLW color and cutout the continents (they can be places in a zip lock bag at end of lesson to save for future use)  TLW work with a partner to sort continents based on physical size from largest to smallest, as well as create their own categories for sorting  TLW use technology to match continents and oceans Continent Matching Game  TTW review the continents by showing You Tube Continent's Song and encouraging students to sing along (*a variety of options are available for different song styles) UNDERSTANDING HEMISPHERES: (3.3.2)  TTW divide students in small groups and pass out globes to each group (*borrow from other classes for activity as needed if enough globes are not readily available)  TTW ask the students to find North America and take turns placing their hand on it; then have them place a hand on the other side of the globe; ask students to discuss the location of each continent in relationship to North America; students may discuss the hemispheres where North America is located (3.3.2)  TLW locate their school on their globe and discuss its position (i.e. Earth, Western Hemisphere, North America, United States of America, Louisiana, EBRP, Baton Rouge…) (3.3.2)  TLW locate Louisiana (and even their school) using technology with Google Earth set up  TLW discuss places on the globe where they have been, have family living, or would like to visit (Multi-Cultural Connections)

Suggested Culminating Activities: (Students may choose)  TTW pass out blown-up blue balloons to students (depending on time this can be an individual activity, partner, or small group); TLW make their own globes Balloon Globe Activity Directions (*teacher may assist with using Sharpie to draw equator, as needed) Note- This project may be saved for Unit 2 and students can make a globe to trace the path of a chosen explorer  TLW work with small groups to create projects showing where the classroom is located, starting with a globe and narrowing the description (i.e. northern hemisphere, North America, USA, La, EBR...)  TLW work with small groups to create a "Treasure Map" of the school, drawing the school on grid paper. Be sure to include important places like the playground and the principal's office! They can hide a note at the X, and trade maps with another group to find the treasure. Everyone who successfully finds "treasure" can receive a treat from the teacher.  TLW create a 3-D map of Louisiana using modeling clay or other products; showing major bodies of water (Mississippi River, Lake Pontchartrain, Toledo Bend, Pearl River, Sabine River) and geographic features (Driskell Mountain, forest land, wetlands...). SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools

MAPS Video Correlation: (Hyperlink video in this section if available)

Review and Assessment

1. TTW select 2 of the Post-lesson paragraphs, based on Guided Questions, R-A-F-T-S rubric can be used for scoring and improving writing 2. Louisiana maps quiz can be accessed from assessment folder 3. Pearson Chapter 1 assessment 4. Vocabulary test (can be given as a unit test, or broken into smaller sections) 5. One of the suggested culminating activities can be graded for both completion and accuracy

Differentiate and Remediate

 TLW provide oral answers rather than written responses, while receiving additional support in how to write sentences/paragraphs in English  TTW provide sentence starters for the student to use when writing  TTW provide sentence strips to students with rules and laws written on them and have them sort into 2 piles  TLW draw pictures to show the differences in types of communities: urban, suburban, and rural and write captions with assistance  TTW label post-it notes with urban, suburban, rural and allow student to place on various pictures showing understanding  TTW assign a peer-tutor to assist with technology enhanced map activities  TTW assign maps with fewer markings and scaffold students to more complicated maps as they learn to navigate using directions

Answer keys are included here for all Chapter- and Lesson-level worksheets and activities.  www.PearsonRealize.com

Teacher Reflection

Use this section to record comments about this unit.

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Grade 3 : Unit 1: Louisiana's First People Instructional Itinerary 2016 – 2017 Most Resources require you to log in - https://www.pearsonrealize.com Additional Resources to teach this unit can be found here. http://www.louisianabelieves.com/docs/default-source/scope-and-sequence/social-studies-sample-scope-and-sequence---grade-3- pdf.pdf?sfvrsn=4 Unit 3: Unit Time Networks Aligned Academic –Domain Networks Online Resources Writing Primary and/or Secondary LOUISIANA’S FIRST PEOPLE Frame Lesson Plan Vocabulary (ex: political cartoon, video, etc.) (DBQ, political cartoon, Reading Sources Like a Historian…) LA Social Studies 2011 GLE's: Sep. 6 – 30, Pearson, Natural resource –something Online materials used for Unit 1: Journal Writing *NOTE: This unit can be Content assessed Chapter 2, lesson 1 found in nature that is useful to Geographic Features: taught in conjunction with: 2016 Land and Water people 3.1.7, 3.2.2, 3.2.4, 3.3.4, Geography of Louisiana R-A-C-E-S strategy: Lapin Plays Possum, By: *Use as reference Location – where something R-A-C-E-S example paragraph 3.4.1, 3.4.4, 3.4.7 needed can be found Louisiana’s Five Regions Sharon Arms Doucet 4 weeks Prezi Content support Chapter 2, lesson 2 Landform – the form or shape of Interactive US Geography found at Louisiana

3.2.4, 3.1.2, 3.4.3, 3.1.1 Weather and Climate part of the Earth's surface Interactive regional map of US Guidebooks ELA 3-5 DBQ (document-based- (Cross-curriculum Weather – daily conditions outside US Geographical Regions questions) or readworks for Cross-curriculum - literature science/weather vs. Climate – weather that takes place Earth's Resources climate) *Use as over a long period of time Good lesson on primary and secondary abundance of material RL.3.2 reference (Investigate!) Elevation – height of land above archaelogy definition and examples the sea level R-A-F-T-S rubric can be used for By: Sue Barraclough artifact definition and examples Cross-curriculum- non-fiction Chapter 2, Focus on Ecosystem – all living things such scoring and improving writing RI.3.1, RI.3.2, RI.3.3, RI.3.4, Louisiana – Louisiana's as plants and animals interacting Interactive archaeology games The Earth's Resources: RI.3.5, RI.3.7, RI.3.9 Environment Vegetation – kind of plant life that Poverty Point archeology sites Pearson Main Idea graphic Renewable and Non- grows based on temperature and Louisiana History of Poverty Point organizer rainfall of an area renewable Chapter 3, Lesson 1 Cross-curriculum - writing Archaeology - the study of things By: Rebecca Harman America's First People Early Native Americans of Louisiana Research writing – find facts W.3.2, 3.4, W.3.7, W.3.8, *Concentrates on that people made and used in the Regions of US – Use as past with the goal of Louisiana Indians Slide Share (w.3.8) The Indians of Louisiana

Cross-curriculum – Science a reference understanding how people in human impact on the environment By: Fred Kniffen history lived Legends/myths (TE: 75) ESS-E-A2, ESS-E-A3, ESS-E-A4 Louisiana History Native Americans Chapter 3, Focus on Artifact – material remains of past with timeline Write own Native American human life and activities Louisiana Indian Tales Louisiana legend to explain nature History – a recorded description of Original tribes of Louisiana By: Elizabeth Moore Atakapa info , past events Pearson Main Idea graphic "Louisiana's First Atakapa for kids, Prehistory – a period of time organizer Louisiana Indians Communities before written records more detailed history of atakapa By: Carole Marsh Custom – special way a group does Tunica facts for kids Helps to plan out paragraphs

Chapter 8, Lesson 1 things Caddo facts for kids Pearson Chapter 8 Target People and Cultures Tradition – special way that a Louisiana Tribe Match 1 The Legend of the Indian group does things that is passed Reading Skill: Compare and Louisiana Tribe Match 2 Paintbrush down over time Contrast (TE: 229. 230, 234; SE: 5 tribes of Louisiana project By: Tommy dePaola Confederacy – formal agreement 273, 274, 275,280, 281) between groups to work together teacher's guide to Native American

Longhouse – Native American games home that is longer than it is wide SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Oral History – A story that is only printable Native American short Pearson chapter 3 Target Reading The Legend of the spoken stories, Skill: Sequencing Events SE: 88, Bluebonnet Pow Wow – a Native American Native American myths for kids, 89 By: Tommy dePaola gathering Primary Source – a direct source of map of Louisiana Native American information from the time period tribes Navajo Long Walk Secondary Source - information chitimacha fact for kids By: Nancy Armstrong about something from someone chitimacha-baskets who was not part of it chitmacha interactive quiz The Journey Begins: A

Kaya Classic (and other Kaya American Girl tales)

Sign of the Beaver By: Elizabeth George Speare

Claims (Evidence, Guided Questions…) Guided Questions: For each content standard (GLE) that will be assessed, students can respond with a paragraph (R-A-C-E-S paragraph writing strategy ) to answer a guided question. Each GLE will be addressed over several days. The first day, the students write an answer to activate prior knowledge, understandings, and opinions. The teacher may use the journal writing as a formative assessment (pre-lessons) to clarify student understanding or misconceptions; addressing any deficiencies individually, in small groups, or by re-teaching the class. A line is drawn under the paragraph, and students will be encouraged to jot notes as they learn about the topic. After completing lessons and activities related to the guided question, students will be asked to write another paragraph, incorporating what they have learned and using academic- domain vocabulary. Post-lesson responses may be graded, using R-A-F-T-S rubric.

WHAT ARE MAJOR GEOGRAPHIC FEATURES OF LOUISIANA? 1. What are the major geographic regions of Louisiana, and how do I locate them using a map, are they the same in every region? (3.3.4, 3.4.1) 1. What are the natural resources in Louisiana, why are they important, and how can they be located using a map? (3.4.1, 3.4.7)

HOW CAN PRIMARY AND SECONDARY RESOURCES CONTRIBUTE TO OUR UNDERSTANDING OF HOW PEOPLE FROM THE PAST LIVED? 2. How can we distinguish between primary sources and secondary sources, and use them to answer historical questions? (3.1.7) 3. What is Poverty Point, where is it located, and what can it tell us about the people that lived in Louisiana long ago? (3.1.7)

HOW DID THE EARLY NATIVE AMERICAN LIVE IN LOUISIANA? 1. How have humans (early Native Americans) adapted to the physical environment in different regions of Louisiana? (3.4.4) 2. How were early Native Americans of Louisiana similar? How were they different? (3.2.2) Teacher Lesson Resources Videos and Presentation Resources for Lesson: Geographic Features: renewable and non-renawble resources

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Primary/Secondary Resources & Poverty Point advanced Poverty Point video Google Earth view of Poverty Point location Archaeology Channel Poverty Point Early Native Americans of Louisiana Native American storyteller video Gumbo Island: The First Louisianans (Need password for United Streaming) Brain Pop Native Americans

*Note: Pearson Chapter 2 does not fully address LA GLE's, as its focus is on the larger United States, and not Louisiana specifically. However, students should skim over the information as a way of understanding the greater context of natural resources and how man has had to adapt wherever he lives. Globe and map skills should be reinforced as students comprehend that a location on Earth, relative to the equator and major geographical features, including bodies of water has a direct impact on climate, and thus available resources. Studies on Native Americans should focus on tribes in Louisiana. Again, the Pearson text gives a broad overview for comparison of how other tribes in the United States were also dependent on the natural resources available to them to meet their basic needs. This chapter will be revisited in later units, as modern use of land and the environmental impact are more closely studied. *Cross-curriculum study of weather/climate in science can further reinforce understanding of the globe and how geographic location affects natural resources and set-up helpful background knowledge for future units.

Worksheets and Activities for Lesson: Geographic Features What are the major geographic features in Louisiana, and how do I locate them using a map? (3.3.4) How are the geographic features of Louisiana the same and different in various regions? (3.4.1, 3.4.7)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 55-57; Use Chapter 2 as a reference  TLW complete Pearson's workbook pages: 46, 77A-77D; chapter 2 as a reference GEOGRAPHICAL REGIONS OF LOUISIANA  GAME: (This can be used as an ice-breaker to introduce topic, and allow students to make predictions) TTW provide a large map of Louisiana (parish if available) and either lay it on the floor (where students will toss small bean bags) or place it on wall (where students will randomly place post-it notes). TLW take a turn randomly selecting a place on the parish map (bean bag toss is preferred) and saying out loud the parish name, then describing its location in Louisiana using cardinal and intermediate directions. (i.e. Caddo parish is in the North West area of Louisiana). The class will then look at a separate (physical) map of Louisiana and make a prediction about what the land is like based on the location and the map. Everyone will write down the name of the parish and their prediction. Another student will go until everyone has had a turn (not all parishes will be used; and if a student tosses it onto a previously named parish they forfeit their turn). Later, as they learn about the regions of Louisiana, the students can check their predictions. (3.4.1)  TTW show students on a map of Louisiana the following examples of geographic features: Mississippi River, Lake Pontchartrain, Driskill Mountain, Toledo Bend, Sabine River, Pearl River, Red River, Atchafalaya River, bayous, and Gulf of Mexico (3.3.4)  TTW provide basic notes about the geographic features of the Louisiana regions Geography of Louisiana

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW pass out blank physical maps of Louisiana; TLW color the waterways and label geographic features. Then, use a marker to divide into3 geographic regions, and label them: East Gulf Coast Plain, West Gulf Coast Plain, and Mississippi Alluvial Valley. TTW encourage discussion about the meaning of plain, gulf, coast... (3.3.4, 3.4.1)  TLW look at a map of the United States and find the bordering areas of Louisiana  TLW look at the globe and find Louisiana, and discuss how weather/climate are affected by geographic features (i.e. we are located near a lot of water, therefore we will have a lot of rain; we are located nearer the equator so we will have some warmer weather...)  TTW read aloud from books such as, Earth's Resources (Investigate!) or The Earth's Resources: Renewable and Non-renewable or comparable selections (ELA Connection; RI.3.1) (3.4.7)  TLW watch a video on renewable and non-renawble resources (3.4.7) TLW create a chart and list examples of each  TLW work with a partner to discuss the similarities and differences of the geographic regions of Louisiana, and using the text book as a reference 77A, 77B; TLW check their previous predictions  TLW look at a physical map of the US with a partner and discuss placement of such items as: Great Lakes, Mississippi River, Atlantic and Pacific Oceans, Gulf of Mexico, Rocky Mountains, Appalachian Mountains, Grand Canyon, San Andreas Fault, Sonora Desert, and Plains (coastal and central).

Worksheets and Activities for Lesson: Primary and Secondary Sources; Poverty Point How can we distinguish between primary sources and secondary sources, and use them to answer historical questions? (3.1.7) What is Poverty Point, where is it located, and what can it tell us about the people that lived in Louisiana long ago? (3.1.7)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 95  TLW complete Pearson's workbook pages: 125A PRIMARY AND SECONDARY SOURCES  TTW use a reference about what Primary and Secondary sources entail youtube video - this information can be simplified and given to students as they encounter each type of resource (3.1.7)  TLW create a T-chart in their journal – titled Primary Documents/Secondary Documents – as an ongoing lesson (throughout the year), students will record sources they encounter in the proper column. Example: text book goes under Secondary Documents; artifacts will go under Primary Documents (3.1.7)  TTW access Good lesson on primary and secondary– create a web and give examples from lesson (I.e. arrowhead = primary; encyclopedia = secondary) sources *Note – this lesson can be broken up and revisited over the next few units, as students become comfortable with the type of sources they are using (3.1.7)  TTW create a large class timeline (secondary source compiling information after the events) display using colorful tape, straight-edged borders, or a clothesline – this project will be ongoing through many units, as new information is learned about the history of Louisiana – some teachers may have this placed so that students can reach it to add new information and interact with it, others will prefer the teacher to write and place items while showing the class Example: start the timeline with mention of Native American settlements around 1000 BC – TTW use link and scroll down to access timeline as reference Louisiana timeline with Native Americans (3.1.1)

POVERTY POINT  TTW explain Poverty Point using a power point: PovertyPoint Background Information (3.1.7)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW show student friendly definitions and examples: archaelogy definition and examples and artifact definition and examples access to Poverty Point Power Point (3.1.7)  TLW explore archaeology with Interactive archaeology games (3.1.7)  TTW watch a video on Poverty Point (Note – this video is somewhat advanced and may need to be paraphrased for students) advanced Poverty Point video (3.1.7)  TLW watch a video on Poverty Point Archaeology Channel Video on Poverty Point (3.1.7)  TTW read aloud and discuss with students Louisiana History of Poverty Point (3.1.7)  TTW show students video depicting Google Earth view of Poverty Point location (3.1.7)  TLW complete a response to reading with questions poverty point story and questions for kids (3.1.7)  TLW respond to reading Louisiana Believes task Poverty Point and practice writing multiple paragraphs (Teacher may choose to model this with the class)

Worksheets and Activities for Lesson: Early Native Americans of Louisiana How have humans (early Native Americans) adapted to the physical environment in different regions of Louisiana? (3.4.4) How were early Native Americans of Louisiana similar? How were they different? (3.2.2)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 60-68 as a reference; 95  TLW complete Pearson's workbook pages: 125B,  TLW watch Brain Pop Native Americans LEARNING ABOUT LOUISIANA EARLY NATIVE AMERICANS  TTW read aloud from The Indians of Louisiana, Louisiana Indians, or similar books (ELA connection; RL.3.1)  TTW introduce Louisiana Native Americans with a power point Intro Native Americans  TLW watch a video of Early Louisiana Native Americans Gumbo Island: The First Louisianans (will need password for United Streaming)  TLW look at a map showing Native Americans in Louisiana Louisiana Folklife map with Native Americans  TLW complete a Native American worksheet  TLW use technology to explore facts about Louisiana Native Americans: Louisiana Tribe Match 1 Louisiana Tribe Match 2 Interactive Quiz 1 Native American words Native American Words 2  TTW read aloud Native American legends such as: The Legend of the Indian Paintbrush By: Tommy dePaola, or the Legend of the Bluebonnet By: Tommy dePaola, or printable Native American short stories, Native American myths for kids, Native American storyteller video , Louisiana Indian Tales and discuss with students how Native Americans often described nature through legends  TTW show example map of Louisiana Native American tribes and ask students to draw an outline map of Louisiana and label where various tribes lived

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW assist the students in taking notes about the tribes of Louisiana: Original tribes of Louisiana, Louisiana Indians Slide Share, Louisiana History Native Americans with timeline Tribal Notes Louisiana Indians power points http://www.vrml.k12.la.us/la_indians/ (W.3.4, W.3.7, W.3.8)  TLW write facts from their research on index cards (one fact per card) about the tribe they are researching including; diet, clothing, shelter, customs, geographical location, other (entertainment, ceremonies, religion...) EXAMPLES:  Tunica – craftspeople who created ear pin ornaments from shells; Tunica facts for kids  Caddo – made many kinds of ceramic containers such as engraved bottles; Caddo facts for kids  Atakapa – Native Americans of southwestern Louisiana that lived in teepees Atakapa info , Atakapa for kids, more detailed history of atakapa  Choctaw – homes were made of strong plaster and rivercane walls with thatched roofs Choctaw facts for kids  Natchez - research facts about this group of Native Americans Natchez facts for kids  Chitimacha - research information on this group of Native Americans chitimacha fact for kids , chitimacha-baskets , chitmacha interactive quiz Chitmacha power point  Houma - CLASS PROJECT:  TTW create a large class chart using bulletin board paper. The names of researched tribes will be written across the top. Down the side will be labeled: Diet, Clothing, Shelter, Customs, Beliefs, Other. TTW call on students to place an index cards on the chart as the research for each section is complete.  TLW After all sections are filled in, discuss with a partner using Think-Pair-Share similarities and differences in tribal life. Students will use a map to see which tribes lived in similar geographic regions and how that affected their lives. Students will discuss how Native Americans used natural resources to meet their basic needs.  TLW create their own chart by copying the class chart into their journals  TLW create a Venn Diagram and/or write a paragraph comparing and contrasting at least two tribes  TLW complete an alternative or additional research project 5 tribes of Louisiana project  CRITICAL THINKING: TLW discuss how the land looks different now compared to when only Native Americans lived in Louisiana (i.e. Mississippi River has levees, the water is dirtier, a lot of trees are cut down, highways and roads have been built on top of the land, houses, apartments and businesses have been built on top of the land...) (3.4.3)

Suggested culminating activities:  Host a Native American Day with your class and play traditional games; teacher's guide to Native American games, Native American entertainment  Take a field trip to Zachary Historical Village and visit the Native American Settlement Area  Take a field trip to Capitol Park Museum Baton Rouge to see the model of Poverty Point  Invite a person of Native American heritage to speak to your class

MAPS Video Correlation: (Hyperlink video in this section if available)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Review and Assessment

TTW select 2 of the Post-lesson paragraphs, based on Guided Questions, R-A-F-T-S rubric can be used for scoring and improving writing Vocabulary test (can be given as a unit test, or broken into smaller sections) Access quiz as PDF in assessments Use link to access writing assignments and rubrics Students may choose between "The Making of a Legend" or "Louisiana Indian Journal" Compare and Contrast Native American's Life to Modern Day Life – access rubric as a PDF in assessments

Differentiate and Remediate

TLW provide oral answers rather than written responses, while receiving additional support in how to write sentences/paragraphs in English TTW provide sentence starters for the student to use when working with partners during Think-Pair-Share, and during writing TTW provide index cards pre-written with basic needs, and have students sort into tribes TLW draw on their index cards, rather than write how basic needs were met TTW assign a peer-tutor to assist with technology enhanced activities TLW illustrate a Native American legend/myth TTW provide multi-cultural books/legends to engage all students TTW provide varied levels of books to encourage all students to participate

Answer keys are included here for all Chapter- and Lesson-level worksheets and activities.  www.PearsonRealize.com

Teacher Reflection

Use this section to record comments about this unit.

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Grade 3 : Unit 2 - Early Explorers & Acadians Instructional Itinerary 2016 – 2017 Most Resources require you to log in - https://www.pearsonrealize.com Additional Resources to teach this unit can be found here. http://www.louisianabelieves.com/docs/default-source/scope-and-sequence/social-studies-sample-scope-and-sequence---grade-3- pdf.pdf?sfvrsn=4 Unit 2: Unit Networks Academic Vocabulary Networks Online Resources Writing Primary and/or Secondary EARLY Time Aligned (ex: political cartoon, video, etc.) (DBQ, political cartoon, Sources EXPLORERS & Frame Lesson Plan Reading Like a Historian…) ACADIANS LA Social Studies Oct. 3 – Pearson Explorer – A person who travels Online materials used for Unit 2: Evangeline for Children 2011 GLE's: 28, 2016 Chapter 3, looking for new lands and discoveries Timelines: R-A-F-T-S rubric can be used By: Elizabeth Moore Content assessed Lesson 2 Route – the course you take to get  image of explorer timeline on Pinterest for scoring and improving somewhere 3.1.1, 3.1.3, 3.2.1, 4 weeks "Early  Louisiana timeline with Native Americans writing The Discovery of the 3.2.3, 3.2.4, 3.4.3, Explorers" Fort – a strong building or area that  explanation of timelines Americas 3.4.4 can be defended against an enemy Target Reading Skill: By: Betsy & Giulio Maestro attack  http://www.ducksters.com/geography/us_states Chapter 3, /louisiana_history.php Sequencing (TE: 60, 67, 68, 72; st Colony – a place ruled by another Content support 21 Century country Explorers: SE: 88, 89, 95, 109) Exploration and Conquest: 3.1.6, 3.3.2, Skills: Colonize – to settle land for another  History.org Columbus hero or villain Read and write temporal The Americas After Columbus 3.4.2, 3.4.5, 3.3.7 Timeline country  Interactive map of explorer's routes words to understand time 1500-1620 Mission – a settlement that has a  Columbus Day Reader's Theater order of events Why teaching By: Betsy & Giulio Maestro Cross Curriculum Chapter3, church where religion is taught  interactive desoto temporal words is important Literature Lesson 3 Citizen – an official member of a  http://www.biographi.ca/en/bio/juchereau_de_s The New Americas: Colonial RL.3.1, RL.3.7, community aint_denis_louis_3E.html Times 1620-1689 RL.3.5 Chapter 3, Territory – an area of land owned by By: Betsy & Giulio Maestro  http://kids.britannica.com/comptons/article- Lesson 4 a country either within or outside its 204078/Louisiana Informational borders Struggle for a Continent the  Rene-robert-cavelier-de-la-salle Text Chapter 3, Expedition – a trip made for a special French and Indian Wars 1689-  Jean-Baptiste-Le-Moyne-de-Bienville RI.3.1, RI.3.2, Lesson 5 reason 1763 Drought – a period of time where  d'Iberville RI.3.6 By: Betsy & Giulio Maestro there is not enough water Migration of Acadians/Africans: Chapter 3 Debt – money that is owed to  Writing Focus on interactives/historymap/colonists another person  http://www.vrml.k12.la.us/3rd/homework/ss/uni W.3.1, W.3.2, Louisiana Interpreter – a person who helps t3/migration/AcadiansStory_3rdGrade.pp W.3.8 people who speak different languages understand each other  http://www.acadian-cajun.com/hisacad1.htm Pilgrim – people who travel for a  interactive cajuns religious reason  .zydeco Ancestor – a relative who lived long  okra ago Hero – a person who is a role model for others SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Claims (Evidence, Guided Questions…) Guided Questions: For each content standard (GLE) that will be assessed, students can respond with a paragraph (R-A-C-E-S paragraph writing strategy ) to answer a guided question. Each GLE will be addressed over several days. The first day, the students write an answer to activate prior knowledge, understandings, and opinions. The teacher may use the journal writing as a formative assessment (pre-lessons) to clarify student understanding or misconceptions; addressing any deficiencies individually, in small groups, or by re-teaching the class. A line is drawn under the paragraph, and students will be encouraged to jot notes as they learn about the topic. After completing lessons and activities related to the guided question, students will be asked to write another paragraph, incorporating what they have learned and using academic- domain vocabulary. Post-lesson responses may be graded, using R-A-F-T-S rubric.

HOW CAN TIMELINES SHOW EVENTS IN TIME ORDER AND MAKE PATTERNS VISIBLE? 1. How can important events in Louisiana history be shown on a timeline? (3.1.1) 2. What words can I use to show a sequence of events related to Louisiana's history? (3.1.3)

WHAT IMPACT DID EUROPEAN'S HAVE ON LOUISIANA? 1. How did major explorers and leaders contribute to early development of Louisiana? (3.2.1) 2. How did different cultural groups contribute to Louisiana's state heritage? (3.2.4) 3. What impact did people who came to Louisiana have on the land? (3.4.3)

WHAT IMPACT DID THE MIGRATION OF ACADIANS AND AFRICANS HAVE ON LOUIISANA? 1. What were causes and effects of migration to Louisiana (Acadians/Africans)? (3.2.3) 2. How did migrants adapt to the land in Louisiana? (3.4.4) 3. What were the cultural elements that people contributed to Louisiana's state heritage? (3.2.4)

Teacher Lesson Resources Videos and Presentation Resources for Lesson Explorers  History.org Columbus hero or villain  biography.com hernando-de-soto  .biography.com aamerigo vespucci Acadians  http://www.vrml.k12.la.us/louisiana/heritage/acadians/acadians_videos.htm Worksheets and Activities for Lessons: Timelines How can important events in Louisiana history be identified on a timeline? (3.1.1) What words can I use to show a sequence of events related to Louisiana's history? (3.1.3)

 TTW continue to add to the class timeline placing explorers on in the order they arrived in the "new world" Example: image of explorer timeline on Pinterest; (3.1.1)  TLW complete Pearson's workbook pages: 96-97; 125D (3.1.1)  TLW can create their own timelines using technology with Kidspiration (if available), or in their journals (3.1.1)  TTW show explanation of timelines as a secondary source; TLW write timelines on their T-chart in their journals from the previous unit (3.1.1)  TTW explore a timeline of the history of New Orleans http://www.ducksters.com/geography/us_states/louisiana_history.php reading it with distinctive vocabulary (3.1.3) SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW model reading the timeline with distinctive vocabulary..." The Louisiana Purchase happened in 1803, a decade later Louisiana became a state." "It wasn't until the next century that oil was discovered in Louisiana." "During the 21st century, Louisiana has experienced both an oil spill and a damaging hurricane." "Robert de La Salle claimed Louisiana for France in the year, 1682." (3.1.3)

Worksheets and Activities for Lessons: European Explorers How did major explorers and leaders contribute to early development of Louisiana? (3.2.1) How did different cultural groups contribute to Louisiana's state heritage? (3.2.4) What impact did people who came to Louisiana have on the land? (3.4.3)

Early European Exploration: Spanish and French, (English* at this time they did not come to Louisiana, but explored and settled what would become the colonies/USA)  TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 69, 70, 71 72, 74, 75, 76, 77, 78, 79, 80, 81, 84, 85, 96, 97,  TLW complete Pearson's workbook pages: 78 – 81; 90 – 95; 98 – 109; 110 -115, 125C, 125D, 125E, 125F,  TTW/TLW add to the class timeline events as they are learned  TLW read timelines and find/place events in order  TLW watch a short video History.org Columbus hero or villain TTW lead a discussion asking students to form their own opinion about whether Columbus was a hero or a villain (Note: This lesson is geared towards slightly older students who would write out their opinions, we are using it as an ice-breaker to get students thinking beyond the myths and objectively about the impacts – good and bad- created by European exploration). If students write their opinions it should be for practice writing, and not graded (ELA connection – W.3. 1, RI.3.6)  TTW divide the students into groups and allow them to read, practice and perform Columbus Day Reader's Theater (students may make paper props as they wish to enhance the story telling) (ELA connection, RL.3.5)  TTW read aloud from the book: The Discovery of the Americas By: Betsy & Giulio Maestro; TLW use the illustrations to make inferences about the land and people of the era (ELA connection; RL.3.7)  TTW ask students to watch a few short videos and read research information – TTW model how to narrow information and pick out important pieces to record in notes; TTW write the notes on chart paper and students can put information in their journals; Information should include: names of explorers, country of origin, dates of exploration, reasons for exploration, major discoveries and contributions, and places explored – students can predict and make inferences about the lasting impact of the particular explorers (i.e. Bienville founded New Orleans and it is still a city today...) Note* Be sure to focus on explorers directly related to Louisiana first, then branch out and show the context of the rest of the nation as time allows.(3.2.1, 3.2.4, 3.4.3)  TLW watch a video about .biography.com aamerigo vespucci (3.2.1)  TLW watch a video about biography.com hernando-de-soto (3.2.1)  TLW use an interactive quiz on interactive desoto (3.2.1)  TTW introduce St Denis http://www.biographi.ca/en/bio/juchereau_de_saint_denis_louis_3E.html  French Explorers http://kids.britannica.com/comptons/article-204078/Louisiana  TLW watch the interactive route of exploration Rene-robert-cavelier-de-la-salle TTW pay special attention (scroll down to Louisiana) where it can be read how he claimed Louisiana for France  TLW interact with information about La Salle interactive/explorers/Lasalle/lasalle.htm (3.2.1)  TTW introduce Jean-Baptiste Le Moyne de Bienville = Father/founder of New Orleans Jean-Baptiste-Le-Moyne-de-Bienville (3.2.1)  TTW introduce d'Iberville as an explorer who started a settlement in Louisiana  TLW investigate with an Interactive map of explorer's routes

 ACTIVITIES: Students may choose - TTW select projects to display on the class timeline  TLW work with a partner to write about exploration from the point of view of a chosen explorer and from the point of view of the Native Americans – they may select to take a different side, or collaborate to write both perspectives. Students may use the internet, and available books to gather information to cite evidence for their opinions (ELA connection, W.3.1, W.3.8; RI.3.2, RI.3.6)  TLW illustrate an explorer and write a mini timeline of events (birth, travels, discoveries, death) (3.1.1) SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TLW write a research report on an explorer listed, or choose another (Hudson, Ponce de Leon, Champlain...) (ELA connection W.3.2)  TLW may create a drawing or model of the explorer's route with dates and maps (3.3.2, 3.3.7)  TLW create a collage representing the various explorers (Art connection)  TLW create a journal, with at least 4 entries from the point of view of one of the explorers, documenting travel places, dates, and significant events (ELA connection)  TLW work with a small group and re-read The Discovery of the America's plus read the skit: http://teachers.net/lessons/posts/972.html - TLW add explorers relevant to Louisiana and present to class (ELA connection)

Worksheets and Activities for Lessons: Acadians and Enslaved Africans What were causes and effects of migration to Louisiana (Acadians/Africans)? (3.2.3) How did migrants adapt to the land in Louisiana? (3.4.4) What were the cultural elements that people contributed to Louisiana's state heritage? (3.2.4)

 TLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 69, 70, 98,  TLW complete Pearson's workbook pages: 125G,  TLW look at maps of North America and locate Nova Scotia (Canada) and look at the distance from Louisiana, discuss what the climate would be in each place, and what natural resources were available?  TTW show a power point depicting the migration of the Acadians http://www.vrml.k12.la.us/3rd/homework/ss/unit3/migration/AcadiansStory_3rdGrade.ppt and quickly discuss which countries had settled where (i.e. French in Canada, English in modern-day eastern US, Spanish in lower US, west and south); what implications did that have for languages spoken? Where is Louisiana in the mix?  TTW read aloud Evangeline for Children by Elizabeth Moore (ELA connection; RL.3.1, RL.3.2)  TTW reference! http://www.acadian-cajun.com/hisacad1.htm and simplify information for students  TLW watch videos depicting the Acadian exile and migration http://www.vrml.k12.la.us/louisiana/heritage/acadians/acadians_videos.htm  TLW explore interactive cajuns  TTW read as reference http://www.dickshovel.com/slavery.html explanation (too detailed for students!!!) of how Africans were brought to Louisiana, the relationships of the French explorers, Native Americans and Africans – look for dates and minor notes to give to students -  TLW discuss the influx of Acadians (exiled from Canada) and Enslaved Africans (brought okra okra and zydeco music .zydeco) (3.2.3, 3.4.4, 3.2.4)  TTW ask students to discuss what influences are still here in Louisiana based on Acadian and African migration (3.2.4)  TTW explain the terms: Cajun (modern descendants of Acadians) and Creole (descendants from a mix of African, Spanish, French, and/or Native Americans)

Suggested Culminating Activities:  Take a field trip to Vermilionville in Lafayette, LA  Take a field trip to Rural Life Museum in Baton Rouge and visit the Acadian cottage  Invite someone of Cajun heritage to come and read to the class, demonstrating the Cajun dialect  Have a tasting of foods from other countries that would contribute to Louisiana: Spanish, French, African, Acadian-French, English

MAPS Video Correlation: (Hyperlink video in this section if available)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Review and Assessment

1. TTW select 2 of the Post-lesson paragraphs, based on Guided Questions, R-A-F-T-S rubric can be used for scoring and improving writing 2. Louisiana explorers quiz can be accessed in assessment folder 3. Pearson's chapter 3 test 4. Vocabulary test (can be given as a unit test, or broken into smaller sections) 5. One of the suggested explorer activities can be graded for both completion and accuracy

Differentiate and Remediate

This section will include all available resources for RTI.  Bullet all information in this section and add hyperlinks

Answer keys are included here for all Chapter- and Lesson-level worksheets and activities. www.PearsonRealize.com

Teacher Reflection

Use this section to record comments about this unit.

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Grade 3: Unit 3 - Becoming Part of a Nation Instructional Itinerary 2016 – 2017 Most Resources require you to log in - https://www.pearsonrealize.com Additional Resources to teach this unit can be found here. http://www.louisianabelieves.com/docs/default-source/scope-and-sequence/social-studies-sample-scope-and-sequence---grade-3- pdf.pdf?sfvrsn=4 Unit 3: Unit Time Networks Academic Vocabulary Networks Online Resources Writing Primary and/or BECOMING PART OF A Frame Aligned Lesson (ex: political cartoon, video, etc.) (DBQ, political cartoon, Secondary Sources NATION Plan Reading Like a Historian…)

LA Social Studies 2011 Oct. 31 – Chapter 3, Lesson Government – a system of Online materials used for Unit Sequencing (TE: 90; SE: 121) A More Perfect Union GLE's: Nov. 18, 6 ruling people Pearson Chapter 4 My Story the Story of Our 2016 Creating a New Tax – money paid to the Cause and Effect (TE: 105; SE: Constitution government 133) By: Betsy & Giulio Content assessed Nation skim over Protest- complain against interactive government crossword puzzle 3.5.3, 3.5.4, 3.5.6, 3.1.4 3 weeks as a review Maestro something you disagree with Legislator – a person elected Branches of Government Power Point Main Idea and Details (TE: A New Nation 1783-1815 Content support Chapter 4, Lesson in government to make laws 112, 116; SE: 143, 149) Patriot –a person who loves By: Betsy & Giulio 3.1.1, 3.1.3, 3.6.1, 3.6.2 1 Our Democracy Louisiana gov for kids Maestro and defends his country and Point of view/opinion (TE: upholds people's rights 117; SE: 150, 151) Informational Text Chapter 4, Independence - freedom http://election.scholastic.com/ The Voice of the People RI.3.1, RI.3.9 Lesson2 Revolution – when people American Democracy in Branches of want to take over a http://www.readworks.org/passages/american-government- Action (The American Government government that rules them branches-government-closer-look Story) to create a new one By: Betsy & Giulio Constitution – a written plan Chapter 4, Lesson https://kids.usa.gov/government/index.shtml Maestro for government that explains 3 the beliefs and laws of a state

Levels of or nation http://www.ducksters.com/history/us_executive_branch.php

Government Democracy –a form of government in which people vote to choose who leads the Reader's theater constitution gov community, state, or nation Represent – to speak for others Liberty – freedom from another's rule Legislative – branch of government that makes laws Executive – branch of government that enforces, or carries out, laws Judicial – branch of government that makes sure laws are fair SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Congress – legislative branch of the United States government Representative – a person who is chosen to speak for others Bill – idea for a law that is written down for the government to decide on Veto - rejecting a bill or law Cabinet – a group of advisors who tell a leader, such as the US president, what they think about a subject Supreme Court – highest court in the land President – elected every 4 years to lead the executive branch of nation Governor – the head of a state's executive branch who is elected by the people in a state Mayor – a leader of a city/community Council – a group that makes laws for a community Census – a count of the population Amendment – a changes to the Constitution Delegate – a person chosen to act for others Harvest – crops gathered at the end of a growing season Claims (Evidence, Guided Questions…) Guided Questions: For each content standard (GLE) that will be assessed, students can respond with a paragraph (R-A-C-E-S paragraph writing strategy ) to answer a guided question. Each GLE will be addressed over several days. The first day, the students write an answer to activate prior knowledge, understandings, and opinions. The teacher may use the journal writing as a formative assessment (pre-lessons) to clarify student understanding or misconceptions; addressing any deficiencies individually, in small groups, or by re-teaching the class. A line is drawn under the paragraph, and students will be encouraged to jot notes as they learn about the topic. After completing lessons and activities related to the guided question, students will be asked to write another paragraph, incorporating what they have learned and using academic- domain vocabulary. Post-lesson responses may be graded, using R-A-F-T-S rubric.

HOW IS OUR GOVERNMENT AND POLITICAL SYSTEMS STRUCTURED TO HELP THE CITIZENS IT SERVES? 1. How does our government meet the needs of society? (3.5.4) 2. How does our country elect a president? (3.5.6) *This will be especially interesting this year, since we will elect a new president during this unit. SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools 3. What are the major responsibilities of the three branches of government? (3.5.3) 4. Describe symbols that represent our National government and their significance? (3.1.4)

Teacher Lesson Resources Videos and Presentation Resources for Lesson:  School house rocks 3 branches  youtube USA Symbols  Liberty Kids branches of government

Note: This unit will focus on how our nation set up the government with three branches, the symbols that represent our nation, and why government is needed in the first place. It will introduce the levels of government (national, state, local), but the state and local government (along with state symbols) will be revisited during Unit 5 (Louisiana Purchase and statehood).

Worksheets and Activities for Lessons: Symbols of Our Nation Describe symbols that represent our federal government and their significance. (3.1.4)

 TTLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TLW watch a video describing the federal symbols for our nation youtube USA Symbols (3.1.4)  TLW be creative in displaying knowledge of the US symbols (examples https://www.pinterest.com/rendooly/american-symbols-fun/ (3.1.4)  *These can be made and displayed for election day when people are visiting the school!

Worksheets and Activities for Lessons: Leading up to American Becoming a Nation How did America become America? - short review  TTLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 87 - 93, 99, 100, 103  TLW complete Pearson's workbook pages: 116 - 121  TTW read aloud books detailing in student-friendly terms how our nation came to be (by Betsy Giulio) (ELA connection; RI.3.1, RI.3.2)  TTW add important dates leading up to our independence as a nation to the large class timeline display  TLW be given time to read with a partner a variety of books related to the USA becoming a nation  TLW create a mini timeline in their journal depicting important dates leading up to America becoming independent

Worksheets and Activities for Lessons: Our Democracy How does our government meet the needs of society? (3.5.4)

 TTLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 104 - 108, SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TLW complete Pearson's workbook pages: 126- 137  TLW interact with information about the US government https://kids.usa.gov/government/index.shtml  TTW review the concept of citizenship, only this time applying it to members of a country/state; TTW call on students to brainstorm ways people can be good citizens in their country/state (examples: recycle trash, vote, pay taxes, volunteer to help others, serve on a jury, help older citizens, take care of natural resources...)  TTW ask the students to think of way that the government can help its citizens- just like the rules in our class/school are in place to keep us safe, so are the laws in our nation: police and fire protection, schools and teachers, libraries, roads, bridges, soldiers (3.5.1, 3.6.1)  TLW work in small groups to demonstrate how our government began and its importance to the citizens Reader's theater constitution gov

Worksheets and Activities for Lessons: Branches of Government/Levels of Government How does our country elect a president? An actual president will be elected during this unit! What are the major responsibilities of the three branches of government?

 TTLW answer guided questions as pre and post assessments of knowledge on each GLE taught.  TTW introduce and encourage use of vocabulary throughout the unit  TTW reference Pearson's Teacher's Edition pages: 109 – 112; 113 - 117  TLW complete Pearson's workbook pages: 138 – 143; 144 - 151  TTW access for reference purposes https://kids.usa.gov/three-branches-of-government/index.shtml (3.5.3)  TTW present Branches of Government Power Point (3.5.3)  TLW watch School house rocks 3 branches or Liberty Kids branches of government (3.5.3)  TTW explain how the president is elected http://www.ducksters.com/history/us_executive_branch.php (3.5.6)  TLW visit http://election.scholastic.com/ for up-to-date (kid friendly) election news and timeline (3.5.6)  TLW think pair share with a partner – What makes a good leader? (3.6.2)  TLW create a tri-foldable; labeling the top with each branch of government; they will use their notes to place information under each heading describing that branch of the government  TLW visit http://www.270towin.com/ interactive electoral college map and have students understand how the president is elected (3.5.6)  TLW read http://www.readworks.org/passages/american-government-branches-government-closer-look  TLW read paired texts and answer questions http://www.readworks.org/passages/three-branches-government (ELA connection, RI.3.9)

MAPS Video Correlation: (Hyperlink video in this section if available)

Review and Assessment

 Student workbook pages: 152 - 155  TTW select 2 of the Post-lesson paragraphs, based on Guided Questions, R-A-F-T-S rubric can be used for scoring and improving writing  Pearson Chapter 4 assessment  Vocabulary test (can be given as a unit test, or broken into smaller sections)  Students can create a collage, booklet, or poster depicting at least 3 national symbols – naming each and their significance

Differentiate and Remediate

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools This section will include all available resources for RTI.  TTW may provide pre-written information related to the branches of government and students may sort and glue onto tri-fold vs looking it up/using notes

Answer keys are included here for all Chapter- and Lesson-level worksheets and activities.  www.PearsonRealize.com  Eagle

Teacher Reflection

Use this section to record comments about this unit.

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Grade 3: Unit 4 - Personal Finance Curriculum Itinerary 2016 – 2017 Instructional Itinerary 2016 – 2017 Most Resources require you to log in - https://www.pearsonrealize.com Additional Resources to teach this unit can be found here. http://www.louisianabelieves.com/docs/default-source/scope-and-sequence/social-studies-sample-scope-and-sequence---grade-3- pdf.pdf?sfvrsn=4 Unit 3: Unit Time Networks Aligned Academic Vocabulary Networks Online Resources Writing Primary and/or Secondary PERSONAL FINANCE Frame Lesson Plan (ex: political cartoon, video, etc.) (DBQ, political cartoon, Sources Reading Like a Historian…)

LA Social Studies 2011 Nov. 28 – Pearson Budget – a plan that shows a person's Online materials used for Unit 4: Journal Writing Junior Achievement of Baton GLE's: Dec. 16, income, expenses, and savings Rouge contact page can be Chapter 7, Lesson Bank – a business that keeps, exchanges, Pearson Chapter My Story Using Text Features – line contacted to set up additional 2016 and lends money to people Content assessed 1 Savings – the money a person earns but http://www.handsonbanking.org/en/res graphs (TE: 208, 209; SE: 252, lessons (free service) about 3.7.2, 3.7.3 3 weeks Meeting Our does not spend ources/Kids_T_Guide.pdf 253) money and banking and Needs and Wants Debt – money that is owed to another Chapter 8 21st Century Skill: entrepreneurship Content support MIDTERM person http://sanchezclass.com/docs/Classroo Critical Thinking Research 3.7.1 Chapter 7, Lesson Credit – a promise to pay for something m%20Job%20Application.doc TE: 243, 244; SE: 294, 295 Erandi's Braids Credit card – a card used in place of 4 money that lets the cardholder buy By: Antonio Hernandez madrigal Literature Spending and things and pay for them later http://www.scholastic.com/teachers/to and Tomie dePaola RL.3.2 Saving Interest – the money a bank gives a p_teaching/2010/01/class-economy person for letting it hold his or her money http://www.scholastic.com/teachers/les Deposit – the money a person puts in a son-plan/creating-classroom-economy- bank Loan – the money a bank lends to people unit-plan Recreation – a way of enjoying oneself Value – what an item is worth to a person Needs – things you must have to live Wants – things you would like to have but do not need Scarcity – when there is not enough of something to meet people's needs and wants Abundance – a lot of something Opportunity cost – the value of the thing you give up when you choose one thing over another

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Claims (Evidence, Guided Questions…) Guided Questions: For each content standard (GLE) that will be assessed, students can respond with a paragraph (R-A-C-E-S paragraph writing strategy ) to answer a guided question. Each GLE will be addressed over several days. The first day, the students write an answer to activate prior knowledge, understandings, and opinions. The teacher may use the journal writing as a formative assessment (pre-lessons) to clarify student understanding or misconceptions; addressing any deficiencies individually, in small groups, or by re-teaching the class. A line is drawn under the paragraph, and students will be encouraged to jot notes as they learn about the topic. After completing lessons and activities related to the guided question, students will be asked to write another paragraph, incorporating what they have learned and using academic- domain vocabulary. Post-lesson responses may be graded, using R-A-F-T-S rubric.

WHY DO PEOPLE HAVE TO MAKE DECISIONS ABOUT WHAT TO DO WITH THEIR MONEY? 1. Why do people have to choose between what they need and want? (3.7.3) 2. What are the benefits of comparative shopping when making decisions? (3.7.3) 3. How can people save money? Are some ways better than others? (3.7.2) 4. What is involved in banking? Teacher Lesson Resources Videos and Presentation Resources for Lesson: Making Money Decisions  Brain Pop, Jr. Needs and Wants  Brain Pop, Jr Savings and Spending

Worksheets and Activities for Lessons: Making Money Decisions Why do people have to choose between what they need and want? (3.7.3) What are the benefits of comparative shopping? (3.7.3) How can people save money? Are some ways better than others?(3.7.2) What is involved in banking? (3.7.2)

Needs/Wants/Value/Opportunity Cost/  TTW introduce needs vs wants and goods vs services with videos Brain Pop, Jr. Needs and Wants and  ACTIVITY - TTW bring in magazines, catalogs (with toys), Sunday newspaper flyers … and ask the students to look them over and write down the name of everything they want for the holidays. If their choices are not available in the flyers, they may look it up on the computer and then write it down. Ask them to also write down the price for each item, or look it up.  TTW call on students to share something from their list. This will continue until the students have all shared.  TTW give the students a set dollar amount $50 – amount can be different - (make sure this is after they make their list) and ask them if they can purchase everything on their list? Since the answer will be no, TTW ask students how can they make a decision about what to purchase? Are any of the items "needs" or since it is a wish list are they all "wants?" Do they value everything equally, or can they eliminate some items? TLW make their lists shorter by selecting the items which mean the most to them. SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools  TTW ask them if they can now purchase everything with the set amount of money. If the answer is yes, then they were able to decide what was most valuable to them.  TTW will ask them to write V (for value) next to the items they selected to keep on the list, and OC (for opportunity cost) next to any items that were scratched off the list.  TLW write a friendly letter to someone (Santa, grandparent, parent...) asking for the items on their (more reasonable) list. (ELA connection; writing)  TTW further discuss opportunity cost by reading aloud Erandi's Braids (ELA connection; RL.3.2)  TLW discuss with a partner the theme of the book (What did it cost? What was given up?)

Comparative Shopping  If the answer is no, how might they still be able to get the item(s)? TTW ask them to look at different flyers, advertisements and see if the prices are the exact same? Do some places have the items on sale, or charge less to start off? Would they be able to purchase more items if they shopped for bargains? Would a comparable (but different) item be just as good? Does everything bought have to be a "brand" name? If you were out shopping, would it benefit you to know the prices of things you wanted at more than one store before you bought them, so you could go to the cheapest place?  CRITICAL THINKING: Would early Native Americans have made the same list as you? Why?

Scarcity vs Abundance  MOVIE: TTW show the movie "Jingle All The Way" (with parental permission!!) TTW ask students "Why did the father in the movie have such a difficult time getting his son the "Turbo Man action figure?" TLW say they were sold out, or there wasn't enough of them and TTW explain that is known as "scarcity." When there are plenty of an item, there is an "abundance."  CRITICAL THINKING: What about natural resources, can there be an abundance or scarcity? Give examples.

Relaxation  TLW illustrate one way they plan to relax over the holidays and share with the class  CRITICAL THINKING: TLW use technology resources to plan a vacation for the holidays – including costs! Students who wish to plan similar trips (beach, Disney, New York...) may work together.

Savings and Banking – some fun activities to try!  TTW can select lessons from Well's Fargo designed to teach students about banking, credit, checks, loans... http://www.handsonbanking.org/en/resources/Kids_T_Guide.pdf

MAPS Video Correlation: (Hyperlink video in this section if available)

Review and Assessment

1. TTW select 2 of the Post-lesson paragraphs, based on Guided Questions, R-A-F-T-S rubric can be used for scoring and improving writing 2. Chapter 7; lessons 1 and 4 quiz 3. Vocabulary test (can be given as a unit test, or broken into smaller sections)

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016 East Baton Rouge Parish Schools Differentiate and Remediate

This section will include all available resources for RTI.  Pearson Realize has differentiated activities to enhance student learning.

Answer keys are included here for all Chapter- and Lesson-level worksheets and activities.  www.PearsonRealize.com

Teacher Reflection

Use this section to record comments about this unit.

SOCIAL STUDIES 2016 – 2017 REVISED July 28, 2016