Planned Course of Study

Social Studies

Grade 3

NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066

NORTHWESTERN LEHIGH SCHOOL BOARD

2020

Willard Dellicker, President

Todd Hernandez, Vice President

John Casciano, Secretary

Marci Piesciencski, Treasurer

Joseph Fatzinger

Todd Leiser

Alan Rex

Rachael Scheffler

James Warfel, Ed.D.

John E. Freund III, Esq., Solicitor

ADMINISTRATION

Jennifer Holman, Superintendent

Dr. Troy Sosnovik, Assistant Superintendent

Andrea Edmonds, Director of Pupil Services

Luann E. Matika, Director of Human Resources

LeAnn M. Stitzel, Director of Curriculum and Instruction

Aileen Yadush, High School Principal

Donald Allen, High School Assistant Principal

William Dovico, Middle School Principal

Amy Stauffenberg, Middle School Assistant Principal

Jill Berlet, Elementary Principal

Maria Pulli, Elementary Principal

INTRODUCTION

The Grade 3 Social Studies curriculum guide contains planned course formats for the Northwestern Lehigh School District. The content of this document describes the objectives, activities, assessments, content, time frame, and standard alignment that serve as a guide to the specific units of study offered in Grade 3 Social Studies.

The Grade 3 Social Studies curriculum guide is the product of much diligent work on the part of the following staff members of the Task Force:

Marissa Bartholomew Patricia Holmes Cathy Clifford Melissa Kerschner Jacob Davis Marion Miller Alyssa Hansen Tara Reigle Tracy Heffelfinger Melanie Urso

This document reflects their efforts to establish a well-defined and organized approach to teaching Social Studies in the Northwestern Lehigh School District.

Approved by Northwestern Lehigh School District Board of Education May 2020

GRADE 3 SOCIAL STUDIES

Unit (Big Idea): Civics & Government in Pennsylvania

PA Standards: 5.1.3.A.: Explain the purposes of rules, laws, and consequences. 5.1.4.B.: Explain rules and laws for the classroom, school, community, and state. 5.1.4.C.: Explain the principles and ideals shaping local and state government. • Liberty / Freedom • Democracy • Justice • Equality 5.1.3.D.: Identify key ideas about government found in significant documents: • Pennsylvania Constitution 5.1.3.F.: Identify state symbols, national symbols, and national holidays. 5.2.3.A.: Identify personal rights and responsibilities 5.2.3.B.: Identify the sources of conflict and disagreement and different ways conflict can be resolved. 5.2.3.C.: Identify leadership and public service opportunities in the school, community, state, and nation. 5.2.3.D.: Describe how citizens participate in school and community activities. 5.3.3.A.: Identify the roles of the three branches of government. 5.3.4.B.: Describe how the elected representative bodies function in making local and state laws. 5.3.4.C.: Identify the services performed by local and state governments 5.3.4.D.: Identify positions of authority at the local and state, and national level. 5.3.3.E.: Explain the purpose for elections. 5.3.3.F.: Explain how an action may be just or unjust.

Curriculum Essential Questions: Framing • What is power? Questions: • Why do we have rules? • Who makes the rules? • What is conflict? • How does belief influence action? • What is freedom? • Can an individual make a difference? • What are rights and responsibilities?

Unit Questions: • What principles/ideals have shaped Pennsylvania state government? • What role did Pennsylvania play in the development of the United States? • What individuals have made political contributions to the state of Pennsylvania? • What rights and responsibilities do the citizens of Pennsylvania have?

4 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive. Content Questions: • What are the events that led to the formation of PA? • Who is William Penn and what did he contribute to the state of PA? • Who were the Quakers and how did their beliefs impact PA history? • What were the basic principles and ideals governing early colonial PA? • How did earlier settlers interact with one another? • What basic principles and ideals are delineated in PA and US documents? • What individuals contributed to the formation of PA? • What are the similarities and differences between the Preamble to the U.S. Constitution and the PA Constitution? • What services are produced in PA? • What are the purposes and principles of government in PA? • What are PA state symbols? • What are the rights and responsibilities of a citizen in PA? • What are the three branches of state government and what is their purpose? • Who are the leaders of PA? • How do our state leaders get elected?

Desired • Identify the events that led to the formation of PA Results, • Identify the political and cultural contributions of William Penn Concepts, & • Identify and explain how the beliefs of the Quakers changed PA Competencies history

• Explain the basic principles and ideals within the documents governing the new colony of PA • Explain the cooperation and conflicts among groups in PA • Explain the basic principles and ideals within the documents of PA and U.S. governments • Identify and describe contributions of important Pennsylvanians (ex., Benjamin Franklin) • Identify and describe services produced in Pennsylvania • Explain the purpose and principles of government in Pennsylvania • Identify Pennsylvania’s symbols • Describe the impact of significant individuals on the history of Pennsylvania • Identify and explain rights and responsibilities of citizenship • Identify and explain the roles the three branches of state government • Identify the positions of authority and leadership in the state government

5 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Unit (Big Idea): Economics in Pennsylvania

PA Standards: 6.1.3.A.: Define scarcity and identify examples of resources, wants, and needs. 6.1.3.B.: Identify examples of natural, human, and capital resources. 6.3.3.A.: Identify goods and services provided by the government. 6.3.4.B.: Describe the impact of government involvement in state and national economic activities. 6.5.3.A.: Explain why people work. 6.5.3.B.: Identify different occupations.

Curriculum Essential Questions: Framing • Why do people work? Questions: • What are resources?

Unit Questions: • How do Pennsylvania’s resources impact its economy and occupations?

Content Questions: • How do natural resources and their location effect economic and human patterns? • What industries are in PA and how do they shape the economy? • What services are produced in PA?

Desired • Explain how the location of resources offer human and economic Results, patterns Concepts, & • Competencies Describe how the natural resources of each region affected human and economic patterns of that region • Describe and explain how Pennsylvania’s industries shape its economy • Identify and describe services produced in Pennsylvania

6 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Unit (Big Idea): Geography of Pennsylvania

PA Standards: 7.1.3.A.: Identify how basic geographic tools are used to organize and interpret information about people, places and environment. 7.1.3.B.: Identify and locate places and regions as defined by physical and human features. 7.2.3.A.: Identify the physical characteristics of places and regions. 7.2.3.B.: Identify the basic physical processes that affect the physical characteristics of places and regions. 7.3.3.A.: Identify the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.3.A.: Identify the effect of the physical systems on people within a community. 7.4.3.B.: Identify the effect of people on the physical systems within a community.

Curriculum Essential Questions: Framing • Why is “where” important? Questions: • What makes places unique and different? • How does where we live influence how we live? • What do we mean by region?

Unit Questions: • Where is Pennsylvania? • What regions make up Pennsylvania? • How has the climate and resources of Pennsylvania shaped its history?

Content Questions: • Where in the world is Pennsylvania? • In which region of the United States is Pennsylvania located? • What states border Pennsylvania? • What is the climate of Pennsylvania? • What are the plants and animals of Pennsylvania? • What natural resources can be found in Pennsylvania? • How many regions does Pennsylvania have? • What are the five geographic regions of Pennsylvania? • What landforms can be found in Pennsylvania? • What bodies of water are located in Pennsylvania?

Desired Results, • Describe the location of Pennsylvania in terms of hemisphere, Concepts, & continent, and country Competencies 7 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive. • Locate Pennsylvania and its bordering states on a map of the world and the United States • Identify the U.S. region in which Pennsylvania is located • Describe the climate of Pennsylvania • Identify the plants and animals native to Pennsylvania • Identify and describe the natural resources of PA • Name and locate the five geographic regions of Pennsylvania • Identify and locate the major landforms of Pennsylvania • Identify and locate Pennsylvania’s main bodies of water

8 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Unit (Big Idea): History of Pennsylvania

PA Standards: 8.1.3.A.: Identify the difference between past, present and future using timelines and/or other graphic representations. 8.1.3.B.: Identify fact, opinion, multiple points of view, and primary sources as related to historical events. 8.1.3.C.: Conduct teacher guided inquiry on assigned topics using specified historical sources. (Reference RWSL Standard 1.8.3 Research) 8.2.3.A.: Identify the social, political, cultural, and b contributions of individuals and groups from Pennsylvania. 8.2.3.B.: Identify historical documents, artifacts, and places critical to Pennsylvania history. 8.2.3.C.: Identify and describe how continuity and change have impacted Pennsylvania history. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social Organizations 8.2.3.D.: Identify and describe how conflict and cooperation among groups and organizations have impacted the history and development of Pennsylvania. • Ethnicity and race • Working Conditions • Immigration • Military conflict • Economic Stability 8.4.3.A.: Identify the elements of culture and ethnicity. 8.4.3.B.: Identify the importance of artifacts and sites to different cultures and ethnicities.

Curriculum Essential Questions: Framing • Why study history? Questions: • What happened in the past? • What causes change? • How does the legacy of earlier groups/individuals influence subsequent generations? • Can an individual make a difference? • What can artifacts tell us? • What is chronological order?

Unit Questions: • How has Pennsylvania’s past influenced how it is today? • Who are the key individuals to impact the history of Pennsylvania? • What places are critical to the history of Pennsylvania?

Content Questions: • Who were the early settlers in PA and where did they come from? 9 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive. • What Native American tribes originated in PA? • Why are Native Americans important to PA history? • Who were the early explorers of PA and what did they find? • How did the Europeans and Native Americans interact? • How did the needs and wants of Europeans and Native Americans differ? • What events led to the formation of PA? • Who was William Penn and what did he contribute to PA history? • Who were the Quakers and how did their beliefs impact PA history? • What principles and ideas governed early colonial PA? • What prompted the relocation of Native Americans and Colonists? • What is the Walking Purchase? • How did the PA Dutch culture influence PA? • What are the characteristics of Philadelphia as it changed and grew? • How do urban and rural communities in PA differ? • How did the various groups in PA interact? • Who were the important figures in the formation of PA? • How did the development of transportation aid in the growth of PA and the country?

• Explain how the earliest people arrive in PA Desired • Results, Explain why Native Americans settled in PA Concepts, & • Identify and explain the cultural contributions of Native Americans to Competencies PA history • Compare and contrast explorers’ discoveries of PA • Identify and explain conflict and cooperation between Europeans and Native Americans • Compare and contrast the needs and wants of European settlers and Native American people • Identify the events that led to the formation of PA • Identify the political and cultural contributions of William Penn • Identify and explain how the beliefs of the Quakers changed PA history • Explain the basic principles and ideals within the documents governing the new colony of PA • Describe how the growth of cities led to relocation of Colonists and Native Americans • Explain the events and results of the Walking Purchase • Identify and explain the cultural contributions of the PA Dutch • Describe the characteristics of the City of Philadelphia as it changed and grew • Compare and contrast the economic patterns of people living in Philadelphia and the people living in rural PA • Explain the cooperation and conflicts among groups in PA • Identify and describe contributions of important Pennsylvanians (ex., Benjamin Franklin) • Describe the development of transportation and how it affected growth of the state and the U.S.

10 Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.