Social Studies Third Grade
Instructional Map- Social Studies Third Grade
Introduction
Third grade students will learn about the major components of world geography and world cultures. Students will develop skills across the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. Students will analyze the impact of physical and human geography on cultures in times past and present. They will explore the production, distribution, and consumption of goods and services on a local and global scale. Students will examine our connections to the past and the ways in which local, regional, and national governments and traditions have developed and left their marks on current societies. They will recognize the contributions of famous individuals from various ethnic, racial, religious, and socioeconomic groups to the development of civilizations around the world. Students will understand the role of rules and laws in our daily lives and the basic structure of the United States government, with opportunities to compare different government systems. They will evaluate evidence to develop comparative and causal analyses in order to interpret primary sources and informational text. Third grade students will construct sound historical arguments and perspectives on which informed decisions can be based. (TN DOE 2014)
Lakeland School System Social Studies Instructional Map 2014-2015 1 Instructional Map- Social Studies Third Grade
Quarter 1 Weeks 1-4
2014-2015 TN State Standards (TNSS) Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources
Geography Guiding Questions: Color and label a blank world map with the Archived TN SPI’s What are the major physical names of the continents and oceans. Research Project: 3.1 Process and report information identifying, locating, components of the world, and how are Features of Geography- comparing, and contrasting the major continents and they represented on a map? Draw the equator and prime meridian and Choose a North American oceans: North America, South America, Europe, Africa, fold on those lines. landform to research. Students Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, What can we learn about our world by should write an informative report and Southern using maps, globes, and other technologies. studying and comparing formal Label the hemispheres and the north and about the chosen landform. 3.2 Interpret maps and globes using common terms, regions? south poles. Students can research the including country, region, mountain, hemisphere, latitude, landform using books or the longitude, north pole, south pole, equator, time zones, How does a product go from a natural Students should add a compass rose. internet. Students should write a elevation, approximate distances in miles, isthmus, and resource to a finished product? report about the chosen landform. strait. Look at a map of the community and write out How do Earth’s physical systems affect directions from one point of interest to Inquire A Student Handbook for 3.3 Use cardinal directions, map scales, legends, titles, how people live? another. 21st Century Learning – Chapter and longitude and latitude to locate major cities and 20 countries in the world. How do environments and regions differ Choose 2 continents to compare and 3.4 Examine major physical and political features on around the world and what weather contrast. Websites: globes and maps, including mountains, plains, plateaus, forces contributed to these differences? http://www.ikeepbookmarks.co mesas, buttes deserts, deltas, islands, peninsulas, basins, Choose a continent you want to visit and m/browse.asp?account=465234 canyons, valleys, bays, streams, gulfs, straits, canals, How do human interactions to meet write a persuasive letter to your parents &clientWidth=0 seas, boundaries, cities, highways, roads, and railroads. basic needs affect the environment? convincing them to travel there on your next 3.5 Explain the difference between relative and absolute family vacation. location. Vocabulary: 3.6 Use different types of maps (political, physical, geography Make a T chart to categorize geographic Books: population, resource, polar projection, and climate) and landforms features as either land or water. Houghton Mifflin Social Studies globe skills to interpret geographic information from a cardinal directions Tennessee: Many Regions, One graph or chart. legend (map key) Landform art: Give students a piece of World (2009) compass rose drawing paper and have them fold it into 4 to 3.7 Explain how specific images contribute to and clarify country 8 squares. Discovery Channel School Series: geographical information (diagrams, landforms, satellite region Have students label each square with the Oceans photos, GPS system, maps, and charts). mountain names of a landform or a body of water. Then Volcanoes 3.8 Interpret digital sources and informational text to hemisphere have them create an illustration that depicts Looking at Landforms by Ellen K. Lakeland School System Social Studies Instructional Map 2014-2015 2 Instructional Map- Social Studies Third Grade
Quarter 1 Weeks 1-4
2014-2015 TN State Standards (TNSS) Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources
describe how humans interact with their environment. latitude that landform and write a caption that Mitten 3.9 Analyze primary and secondary sources, maps, longitude describes each landform. photographs, texts, and artifacts for contradictions, north pole U. S. Landforms by Dana supporting evidence, and historical details. south pole As students learn about Ecosystems they can Meachen Rau equator create a chart to list the details of each. 3.10 Trace the development of a product from its natural hemisphere Create a model of a specific ecosystem. America’s Top 10 Natural resource state to a finished product. time zones Summarize the ways in which human Wonders by Edward Ricciuti 3.11 Analyze how natural resources have impacted the elevation activities can affect ecosystems. Describe Looking at Maps and Globes by economy of each region and their connections to global approximate distances in miles and compare rivers, lakes, and oceans. Rebecca Olien trade. isthmus 3.12 Discuss how unique weather forces impact the strait Chose a product and trace it from its natural geography and population of a region or continent resource state to a finished product. (hurricanes, earthquakes, floods, tornadoes, drought). 3.13 Summarize how people interact with their Summarize the ways in which human environment to satisfy basic needs and how geographic activities can affect ecosystems. challenges are resolved, including housing, industry, transportation, communication, bridges, dams, tunnels, Describe and compare rivers, lakes, and canals, freshwater supply, irrigation systems, and landfills. oceans. TNSS: Watch Discovery Education videos about 3.RIT.7 Use information gained from illustrations (e.g., different regions and types of communities maps, photographs) and the words in a text to throughout the world. demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RIT.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Describe and compare 3.W.2 Write Informative/ explanatory texts to examine a interdependence among states, countries, topic and convey ideas and information clearly. and regions. 3.W.7 Conduct short research projects that build knowledge about a topic Compare and contrast the Blue Ridge, Cascade, Rockies, and Alaska Range mountain regions. Lakeland School System Social Studies Instructional Map 2014-2015 3 Instructional Map- Social Studies Third Grade
Quarter 1 Weeks 5-9
2014-2015 TN State Standards (TNSS) Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources
North America/Government How does where you live affect how you live? Make a Venn diagram that compares two Websites: cultural groups and the components of their North America 3.14 Interpret different texts and primary sources Why is culture such a valued component to culture. http://continents.mrdonn.org/north to describe the major components of culture human existence? america.html including language, clothing, food, art, beliefs, customs, and music. (C, H) Why are primary and secondary sources Student can draw an original representation The Branches of Government 3.17 Compare and contrast a primary source and important components to history and learning? of culture within their environment, then http://www.flocabulary.com/3- secondary source of the same event or topic. (C, exchange their art piece with another student branches-of-government/ H) What can we learn about our world by studying to analyze their artwork and write descriptive and comparing formal regions? piece to describe that individual’s culture. The Constitution 3.18 Identify and locate on a map: Canada, Look at pictures of another culture in their http://www.usconstitution.net/cons Mexico, Central America, and the 50 states of the How do environments and regions differ around environment. Students will explain how that tkidsK.html U.S. (G) the world? culture would be able to meet their basic 3.19 Compare and contrast different maps to needs. The Constitution by Christine show the location of Alaska and Hawaii as outside What is the purpose of a physical map? Taylor-Butler. of the contiguous United States, using a globe to refine understanding of the location of the two How do people make a living? How do they use Create a puzzle with the regions of the US. The Constitution by Geoffrey M. states. (G) their money? What is a budget and why is it Horn. 3.20 Identify on a map major cities of the continent important? (Charleston, Chicago, Knoxville, Los Angeles, Describe and compare the different lakes, TN History for Kids Memphis, Mexico City, Miami, Montreal, Nashville, Why are import and export important in terms of rivers, oceans, and deserts through www.tnhistoryforkids.org New York, Seattle, Washington D.C.). (G, TN) economics? descriptive writing. 3.21 Locate the states that comprise the regions (50 States – Interactive Activity) of the United States. (G) http://exchange.smarttech.com/de Have each student bring in an item to barter tails.html?id=83b43e77-38c3- 3.22 Identify major physical features on a map What is the relationship between producers and with a classmate. 46ca-9b5c-3be076b12213 (G, TN): consumers and how do they depend on each -Rivers – Colorado, Cumberland, ---Mississippi, other? http://www.50states.com/ Missouri, Ohio, Rio Grande, St. Lawrence, Have students categorize pictures or Tennessee How are products made, sold, and transported scenarios as barter of money economy Mountains – Alaska Range, Appalachian, around the world? Lakeland School System Social Studies Instructional Map 2014-2015 4 Instructional Map- Social Studies Third Grade
Quarter 1 Weeks 5-9
2014-2015 TN State Standards (TNSS) Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources
Cascade, Rockies Create scenarios in which students Major Cities in the U.S. Bodies of Water – Arctic, Atlantic, Great Why do people have governments, and how does experience supply and demand and its http://www.enchantedlearning.co Lakes, Great Salt Lake, Gulf of Mexico, our government work? changes on economy based on the scarcity m/usa/cities/ Hudson Bay, Niagara Falls, Pacific of a product. Deserts – Death Valley, Great Basin What is the Constitution? What influence does http://www.mapsofworld.com/usa/ Landforms – Grand Canyon this document have on decisions made by Create a cause and effect chart to show how usa-capital-and-major-cities- 3.23 Identify examples of scarcity in and around governments today? supply and demand affects price. map.html specific regions. (E, G) Vocabulary: Create a comic strip to show supply and Regions of the World – (Smart 3.24 Interpret a chart, graph, or resource map of culture demand for a popular product. board) major imports and exports. (E, G) ethnic group http://exchange.smarttech.com/de diversity Make a list of five things the government tails.html?id=0811479c-51f8- 3.25 Define supply and demand and describe how population should do. Choose one thing and prepare a 4bba-a3df-d854cead6f5a changes in supply and demand affect prices of diversity speech that explains why it is important. specific products. (E) needs Create a poster that describes the http://exchange.smarttech.com/de wants duties of the three branches of tails.html?id=58918afa-d3a7- tradition government in Tennessee. 43b0-88c4-7b3c6d21602a 3.26 Describe how goods and services are customs Research and compare how exchanged on local, regional, and international shelter Supreme Court justices are chosen http://www.scholastic.com/teacher levels including transportation methods and urban with s/top_teaching/2010/03/region- bartering and monetary exchange. (C, E, G, TN) suburban tour 3.27 Compare and contrast landforms, climates, rural Have students do a compare and contrast population, natural resources, and major cities of longitude writing on the culture of each Grand Division American Rivers (Smart board) the three Grand Divisions of Tennessee. (G, TN) latitude http://exchange.smarttech.com/de primary sources (Preamble) Place students in small group are tails.html?id=3f91daa1-c405-4fa2- 3.28 Discuss the structure and purpose of secondary sources giving one piece of the preamble to each. 84bd-2af3a0273c09 government. (P) weapons The group discusses what their part means, landforms why it is important and how it affects their Three Grand Divisions of TN physical map personal rights. After they have discussed Tennessee History PowerPoint - 3.29 Compare and contrast the national rivers their part, the students work within their group Tennessee River Trail Drive and governments of Canada, Mexico, and the United mountains to create a skit to present to the class. Their ... States. (P) oceans skit outlines one portion of the preamble and Lakeland School System Social Studies Instructional Map 2014-2015 5 Instructional Map- Social Studies Third Grade
Quarter 1 Weeks 5-9
2014-2015 TN State Standards (TNSS) Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources
lakes creates a modern-day scene showing how it deserts is important today. 3.30 Describe the Constitution of the United scarcity S tates and the Tennessee State Constitution in import and export principle and practice. (P, TN) goods TNSS: services 3.RIT.3 Describe the relationship between a series supply and demand Books: of historical events, scientific ideas or concepts, or barter The Day I Swapped My Dad for s teps in technical procedures in a text, using consumer Two Goldfish written by Neil la nguage that pertains to time, sequence, and producer Gaiman c ause/effect. agriculture 3.RIT.4 Determine the meaning of general industry North America by Michael and academic and domain-specific words and phrases natural resource Jane Pelusey in a text relevant to a grade 3 topic or subject finished product area. human resources North America by Helen Bateman 3.RIT.7 Use information gained from illustrations capital resources and Jayne Denshire (e.g., maps, photographs) and the words in a text assembly line to demonstrate understanding of the text (e.g., trade In 1492 by Jean Marzollo w here, when, why, and how key events occur) manufacturing Three Grand Divisions of Tennessee 3.W.2 Write Informative/ explanatory texts to government examine a topic and convey ideas and information Constitution c learly. laws 3.W.8. Recall information from experiences or government service gather information from print and digital sources; Congress take brief notes on sources and sort evidence into Supreme Court provided categories. President taxes
Lakeland School System Social Studies Instructional Map 2014-2015 6 Instructional Map- Social Studies Third Grade
Quarter 2 Weeks 1-4
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) South America Why are Christopher Columbus and Research-South America and tell about its history and Websites: Amerigo Vespucci important people in culture South American Geography 3.31 Conduct short research projects South American history? Create a double bubble map, comparing and http://www.mapsofworld.com/south- to describe the major components of contrasting carnival like celebrations in North America america/ history and culture including What are the characteristics of culture with to those in South America (Rio de Janeiro) language, clothing, food, art, beliefs, South American natives? Write a persuasive or informative piece on the Rio de http://www.sheppardsoftware.com/So customs, and music. (C, H) Janeiro carnival. uth_America_Geography.htm What similarities or differences are there 3.32 Use timelines, primary sources, between North American culture and South Make a facts chart about South America, then have http://www.pancanal.com/eng/photo/c and historical passages to summarize American culture? students summarize their information in the form of a amera-java.html the history of a region, including news report. (Oral presentations events, inventions/inventors, artists, What is the Panama Canal and how does it Review the geography of South America with tutorials, Continent and Map Quizzes writers, and political figures. (C, G, H, benefit travelers today? quizzes and games from the South America http://www.ilike2learn.com/ P) Geography link How does the climate in a region affect the South American Landforms 3.33 Identify on a map major supply of a natural resource? Write a reflective piece on water scarcity in Bolivia or http://education.nationalgeographic.co countries of the continent (Brazil, the food shortage in Venezuela. m/education/encyclopedia/south- Colombia, Cuba, and Peru, How can the scarcity of resources america-physical-geography/?ar_a=1 Argentina). (G) influence the citizens of a specific region? Students will create a persuasive skit or commercial in which they are trying to inform an audience of the Water Scarcity in S. America 3.34 Identify major physical features Why are select items found at certain scarcity of resources in South America and how they http://www.coha.org/on-water- of the continent (G): stores in South America? can persuade them to help solve it. scarcity-and-the-right-to-life-bolivia/ • Rivers - Amazon • Mountains - Andes Why do the people of this continent have to Discuss a dictatorship and a democratic government. South American Culture • Bodies of Water - Straits of travel to several stores to get what they http://education.nationalgeographic.co Magellan, Lake Titicaca specifically need? Have students write a persuasive piece on m/education/encyclopedia/south- • Landforms - Caribbean Islands, which form of government they would prefer america-human-geography/?ar_a=1 Galapagos Islands Why is the government increasing the to lead or be a part of and have them explain prices of certain food items? their selection. http://angelasancartier.net/south- america-history-of-dress 3.35 Identify examples of scarcity in What is the difference between dictatorship and around specific regions. (E, G) and democracy? Have students brainstorm words to describe Inquire – pgs. 261 & 316 (creating a Lakeland School System Social Studies Instructional Map 2014-2015 7 Instructional Map- Social Studies Third Grade
Quarter 2 Weeks 1-4
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) freedom. Then have them create a poem timeline) pg. 302 (Expository essay) 3.36 Interpret a chart, graph, or Vocabulary: about freedom. (Have them reference resource map of major imports and culture dictatorship and democracy within the poem Amerigo Vespucci exports. (E, G) isthmus to show true understanding of the terms.) http://www.biography.com/people/ame Christopher Columbus rigo-vespucci- 3.37 Define supply and demand and Inca empire 9517978#awesm=~oB5hN4nd2aawxF describe how changes in supply and slavery importation demand affect prices of specific Rio de Janeiro Pablo Neruda products. (E) colonization http://www.biography.com/people/pabl mestizo o-neruda- 3.38 Summarize the differences industry 9421737#awesm=~oB5s5Zp2uZ9rEi between a dictatorship and merchant democratic forms of government. (P) urban South American Timeline suburban http://www.historyworld.net/timesearc TNSS: rural h/default.asp?conid=2&topsort=20200 3.RIT.3 Describe the relationship longitude 1&direction=PREV&keywords=South between a series of historical events, latitude %20America%20timeline&timelineid= scientific ideas or concepts, or steps primary sources in technical procedures in a text, secondary sources Imports and Exports using language that pertains to time, weapons http://pierstransportation.wordpress.co sequence, and cause/effect. landforms m/2013/08/01/top-u-s-imports- physical map exports-with-south-america/ 3.RIT.4 Determine the meaning of rivers general academic and domain- mountains http://www.econedlink.org/interactives specific words and phrases in a text oceans /EconEdLink-interactive-tool- relevant to a grade 3 topic or subject lakes player.php?lid=400&filename=em400 area. deserts _mappingexports.swf scarcity 3.RIT.7 Use information gained from import and export illustrations (e.g., maps, photographs) goods Books: and the words in a text to services South America by Myra Weatherly demonstrate understanding of the text supply and demand Lakeland School System Social Studies Instructional Map 2014-2015 8 Instructional Map- Social Studies Third Grade
Quarter 2 Weeks 1-4
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) (e.g., where, when, why, and how key barter South America by Helen Bateman and events occur) consumer Jayne Denshire. producer 3.W.2 Write Informative/ explanatory agriculture Houghton Mifflin Social Studies texts to examine a topic and convey industry Tennessee: Many Regions, One ideas and information clearly. natural resource World (2009) finished product 3. W.8. Recall information from human resources experiences or gather information capital resources from print and digital sources; take assembly line brief notes on sources and sort trade manufacturing dictatorship democracy Cuban Revolution
Lakeland School System Social Studies Instructional Map 2014-2015 9 Instructional Map- Social Studies Third Grade
Quarter 2 Weeks 5-9 Guiding Questions/ 2014-2015 TN State Standards (TNSS) Assessment/ Activities Instructional Resources Vocabulary Europe Guiding Questions: Discuss how different cultures in major Maps: What can we learn about our world European countries meet their basic needs. http://continents.mrdonn.org/europe.ht 3.39 Describe the diverse but unified nature of by studying and comparing formal ml people within a continent or region, identifying the regions? Research the different governments in the distinct contribution made by their culture including major countries of Europe. http://www.worldatlas.com/webimage/ language, clothing, food, art, beliefs, customs, and What can culturally and countrys/eumaps.htm music. (C, H) economically unify people of a Choose two countries and compare and 3.40 Use timelines, primary sources, and historical continent or a region? contrast their governments. http://www.mapsofworld.com/europe/ passages to summarize the history of a region, including events, inventions/inventors, artists, How do cultures change over time Identify major imports and exports of http://www.lib.utexas.edu/maps writers, and political figures. (C, G, H, P) and how do they spread? European countries. Countries in Europe: 3.41 Identify major countries of the continent What are the basic human needs of Compare and contrast a monarchy and a http://kids.nationalgeographic.com/kid (France, Italy, Germany, Russia, Spain, and United all cultures, and how do they differ democratic form of government. s/places/find/ Kingdom). (G) across cultures? 3.42 Identify major physical features of the Have students research Christmas traditions European Introduction-Smart continent (G): What is a cultural celebration? of the major countries of Europe and identify Exchange: • Mountains – Alps, Gibraltar traditions that were brought to The New http://exchange.smarttech.com/details • Bodies of Water - Arctic Ocean, Mediterranean What cultural and religious holidays World by these cultures. .html?id=3e5f5266-3b48-4c88-9dae- Sea are celebrated in the major countries 7bfb87574cc0 of Europe? (France, Italy, Germany, 3.43 Identify examples of scarcity in and around Russia, Spain, and the United Books: specific regions. (E, G) Kingdom) Monarchy by Richard Tames 3.44 Interpret a chart, graph, or resource map of Olympic Games in Ancient Greece by major imports and exports. (E, G) Vocabulary: Shirley Glubok and Alfred Tamarin 3.45 Compare and contrast a monarchy and a landforms democratic form of government. (P) physical map An Online Visit to Europe by Erin M. TNSS: rivers Hovanec mountains 3.W.7 Conduct short research projects that build oceans Houghton Mifflin Social Studies knowledge about a topic. lakes Tennessee: Many Regions, One 3.RIT.3 Describe the relationship between a series deserts World (2009) Lakeland School System Social Studies Instructional Map 2014-2015 10 Instructional Map- Social Studies Third Grade
Quarter 2 Weeks 5-9 Guiding Questions/ 2014-2015 TN State Standards (TNSS) Assessment/ Activities Instructional Resources Vocabulary of historical events, scientific ideas or concepts, or scarcity steps in technical procedures in a text, using import and export language that pertains to time, sequence, and goods cause/effect. services supply and demand barter 3.RIT.4 Determine the meaning of general consumer academic and domain-specific words and phrases producer in a text relevant to a grade 3 topic or subject area. agriculture 3.RIT.7 Use information gained from illustrations industry (e.g., maps, photographs) and the words in a text to natural resource demonstrate understanding of the text (e.g., where, finished product when, why, and how key events occur) human resources 3.W.2 Write Informative/ explanatory texts to capital resources examine a topic and convey ideas and information assembly line clearly. trade 3.W.8 Recall information from experiences or manufacturing gather information from print and digital sources; artifacts take brief notes on sources and sort ancestors traditions cultures ethnic populations urban suburban rural longitude latitude primary sources secondary sources weapons
Lakeland School System Social Studies Instructional Map 2014-2015 11 Instructional Map- Social Studies Third Grade
Quarter 3 Weeks 1-5
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) Africa Guiding Questions: Look at pictures of components of Research Project: How does migration play a key role in the culture and identify them as language, Human Geography- Have students 3.39 Describe the diverse but unified nature cultural geography of Africa? food, clothing, art, and music. compare and contrast African culture of people within a continent or region, to North American culture. identifying the distinct contribution made by What is cultural celebration? (Suggestions: government, food, their culture including language, clothing, dance, traditions, clothing, food, art, beliefs, customs, and music. (C, What cultural and religious holidays do we Create a double bubble map, comparing celebrations, H) celebrate in Africa? and contrasting American culture to art and music 3.40 Use timelines, primary sources, and African culture. historical passages to summarize the Why are physical characteristics of a place a Websites: history of a region, including events, liability for settlement? African Geography inventions/inventors, artists, writers, and http://www.yourchildlearns.com/africa political figures. (C, G, H, P) What are the major physical components of the Make a list human basic needs and how _map.htm world, and how are they represented on a map? they are met in TN, Africa, and the world. 3.41 Identify major countries of the continent (France, Italy, Germany, Russia, http://continents.mrdonn.org/africa.ht What factors influence the quality of the ml Spain, and United Kingdom). (G) environment? 3.42 Identify major physical features of the Research Nelson Mandela’s Nobel http://www.worldatlas.com/webimage/ continent (G): How can humans promote a healthy Peace Prize in 1993. countrys/af.htm • Mountains – Alps, Gibraltar environment? • Bodies of Water - Arctic Ocean, http://www.mapsofworld.com/africa/ Mediterranean Sea Vocabulary: Create an ”I Have, Who Has?” game migration using the physical features of African 3.43 Identify examples of scarcity in and http://education.nationalgeographic.co artifacts and their location. around specific regions. (E, G) m/education/mapping/interactive- ancestors map/?lg=33&b=0&f=247&bbox=- 3.44 Interpret a chart, graph, or resource population 170.55769,- map of major imports and exports. (E, G) ethnic 67.06743,162.72356,67.47492&ar_a= 3.45 Compare and contrast a monarchy Egypt Have students identify major continents 1&ls=1800007&t=1 and a democratic form of government. (P) Bantu Migration and landforms on an outlined map of Lakeland School System Social Studies Instructional Map 2014-2015 12 Instructional Map- Social Studies Third Grade
Quarter 3 Weeks 1-5
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) TNSS: African slave trade Africa and its countries. cheches 3.W.7 Conduct short research projects that bubus Africa : Human Geography build knowledge about a topic. countries http://education.nationalgeographic.co 3.RIT.3 Describe the relationship between a continent m/education/encyclopedia/africa- series of historical events, scientific ideas or mountains Students create a persuasive writing human-geography/?ar_a=1 concepts, or steps in technical procedures desert piece in which they are to imagine they in a text, using language that pertains to oceans live in Africa and they are only allowed Nelson Mandela time, sequence, and cause/effect. landforms two natural resources to live. http://www.timeforkids.com/news/nels 3.RIT.4 Determine the meaning of general population on-mandela-1918-2013/97361 academic and domain-specific words and urban phrases in a text relevant to a grade 3 topic suburban Students can create a commercial, skit http://www.ducksters.com/biography/n or subject area. rural or song that provides a solution to water elson_mandela.php 3.RIT.7 Use information gained from longitude scarcity in Africa. illustrations (e.g., maps, photographs) and latitude http://www.scholastic.com/teachers/ar the words in a text to demonstrate primary sources ticle/biography-nelson-mandela understanding of the text (e.g., where, secondary sources when, why, and how key events occur) weapons Africa: Resources 3.W.2 Write Informative/ explanatory texts http://education.nationalgeographic.co to examine a topic and convey ideas and m/education/encyclopedia/africa- information clearly. resources/?ar_a=1 3.W.8 Recall information from experiences Books: or gather information from print and digital 7 Wonders of Africa by Michael sources; take brief notes on sources and Woods and Mary B. Woods (2008) sort Egypt by Elizabeth Berg (2010)
Lakeland School System Social Studies Instructional Map 2014-2015 13 Instructional Map- Social Studies Third Grade
Quarter 3 Weeks 6-7
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) Australia Guiding Questions: Research and discuss the origins of Websites: What makes one place different from another? Aboriginal people in Australia. Landforms 3.53 Interpret different texts and primary Discuss James Cook and his exploration http://www.australianlandmarks.com.a sources to describe the major components Who were the first people of Australia? in 1770, landing in Botany Bay aboard u/lists/australian-landforms-top-10-list of history and culture including language, the ship named HM Bark Endeavour. clothing, food, art, beliefs, customs, and What happened when the English landed on the Timelines music. (C, H) Australian continent? Compare the gold rushes in Ballarat, and http://www.aushistorytimeline.com/ 3.54 Use information gained from timelines, Bendigo to the California gold rush. primary sources and informational text to How does the settlement of Australia compare Power Point presentations identify major historical people, events and with the settlement of the United States of Research the creation of The http://australia.mrdonn.org/powerpoint patterns. (C, G, H, P) America? Commonwealth of Australia-1901. s.html (terrific website!) 3.55 Identify the Great Barrier Reef, New Vocabulary: Create a timeline depicting the history of Maps Zealand, Ayers Rock, and Tasmania. (G) Landforms, physical map, rivers, mountains, Australia (http://www.tiki-toki.com/ - http://www.worldatlas.com/webimage/ 3.56 Interpret a chart, graph, or resource oceans, lakes, deserts, scarcity, import and excellent timeline website) countrys/oceania/australia/auland.htm map of major imports and exports. (E, G) export, goods, services, supply and demand, TNSS: barter, consumer, producer, agriculture, industry Research Australian customs and Books 3.RIT.3 Describe the relationship between a natural resource, finished product, human holidays. How do they compare to those Discover Australia by Chris Ward series of historical events, scientific ideas or resources, capital resources, assembly line, in the United States? The Aboriginal Peoples of Australia by concepts, or steps in technical procedures trade, manufacturing, artifacts, ancestors, Compare the culture of Australia with Anne Bartlett in a text, using language that pertains to traditions, cultures, ethnic, populations, urban that of the United States. James Cook by Zachary Kent time, sequence, and cause/effect. suburban, rural, longitude, latitude, primary sources, secondary sources, weapons 3.RIT.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.W.2 Write Informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Lakeland School System Social Studies Instructional Map 2014-2015 14 Instructional Map- Social Studies Third Grade
Quarter 3 Weeks 8-9 Guiding Questions/ 2014-2015 TN State Assessment/ Activities Instructional Resources Standards (TNSS) Vocabulary History Guiding Questions: Research a historical figure and Websites: How is it possible for different create a timeline of important events TN History for Kids 3.16 Use timelines and historical people to interpret an event in the life of that person. www.tnhistoryforkids.org passages to summarize the differently? (http://www.tiki-toki.com/ George Washington: history of a region, including http://www.libertyskids.com/arch_who_gwashington.html events, inventions/inventors, How can the story of another artists, writers, and political American, past or present, http://www.ducksters.com/biography/uspresidents/georgewashingt figures. (C, G, H, P, TN) influence your life? Conduct a debate about an issue that on.php Suggestions are as follows: a chosen historical figure faced Noah Webster: Christopher Columbus, Benjamin Vocabulary: during their lifetime. https://www.noahwebsterhouse.org/discover/kids-corner/ Franklin, George Washington, Boycott Nancy Ward: Daniel Boone, Nancy Ward, Human Rights http://www.tnhistoryforkids.org/people/nancy_ward Thomas Jefferson, Betsy Ross, Civil Rights Abraham Lincoln: Noah Webster, Abraham Lincoln, Nonviolent Protest http://www.ducksters.com/biography/uspresidents/abrahamlincoln. Susan B. Anthony, Harriett Desegregation php Tubman, Geronimo, George Prosperity Harriet Tubman: Washington Carver, Georgia Baby Boom http://www.ducksters.com/biography/women_leaders/harriet_tubm O’Keefe, Amelia Earhart, E.B. Veteran an.php White, Rosa Parks, Martin Luther Vaccine King Jr., Dian Fossey, and http://kids.nationalgeographic.com/kids/stories/peopleplaces/harrie Barack Obama ttubman/ Barack Obama: http://www.ducksters.com/biography/uspresidents/barackobama.p hp
http://www.timeforkids.com/news/meet-barack-obama/44386 Books: Of thee I sing : a letter to my daughters by Barack Obama by Stephen Feinstein
Harriet Tubman, secret agent : how daring slaves and free Blacks spied for the Union during the Civil War by Thomas B. Allen Lakeland School System Social Studies Instructional Map 2014-2015 15 Instructional Map- Social Studies Third Grade
Quarter 3 Weeks 8-9 Guiding Questions/ 2014-2015 TN State Assessment/ Activities Instructional Resources Standards (TNSS) Vocabulary
Abraham Lincoln by Tanya Lee Stone
Wild Rose : Nancy Ward and the Cherokee Nation by Mary R. Furbee What do you mean? : a story about Noah Webster by Jeri Ferris
George Washington by Lenny Hort
George Washington by Stephen Feinstein
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Quarter 4 Weeks 1-4 Guiding Questions/ 2014-2015 TN State Assessment/ Activities Instructional Resources Standards (TNSS) Vocabulary Asia Guiding Questions: Have students research, dress as a famous Research Project: Why do we remember those Tennessean and tell something about the Famous People of Tennessee 3.57 Interpret different texts and primary sources who helped form our state? person. to describe the major components of history and Websites: culture including language, clothing, food, art, Who are the people who helped http://www.tnhistoryforkids.org beliefs, customs, and music. (C, H) shape Tennessee? 3.58 Tell a historic story with appropriate facts Read various trade books about these famous and relevant, descriptive details while speaking How did these people make difference? Tennesseans: http://tntrivia.com/famoous_tennessea audibly in coherent sentences. Use information David Crockett ns.htm gained from timelines, primary sources and Sequoyah informational text. (C, G, H, P) Suggestions are Vocabulary: Tennessee Andrew Jackson Books: as follows: Mesopotamia including the creation of st leader James K. Polk Inquire: A Student Handbook to 21 the written alphabet; important technologies of Alvin C. York Century Learning: Zaner-Bloser Part China such as bronze casting, silk manufacture, community Wilma Rudolph 3: Developing Projects gunpowder and the invention of paper; The Great Elvis Presley Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and Have students write/draw about each famous current events. Tennessean and explain why they are 3.59 Identify the major countries of the continent remembered (China, India, Israel, and Japan). (G) 3.60 Identify the Himalayas, Mount Everest, and Mesopotamia. (G) 3.61 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
3.62 Describe how goods and services are exchanged on local and international levels. (E, G)
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Quarter 4 Weeks 5-7
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) Antarctica How can geographic information Research the history of the Antarctic. Create a Websites: systems and other geographic timeline of people who have explored this Maps: 3.63 Create a multimedia presentation of technologies impact development? continent. Use http://www.tiki-toki.com/ to help http://continents.mrdonn.org/antarctic social studies stories about explorations to create timelines. a.html Antarctica; add drawings or other visual How is one place different from another displays to stories or accounts of experiences place? Research the American McMurdo Station which Cool facts: when appropriate to clarify ideas, thoughts, is a center for all manner of scientific programs http://faculty.umf.maine.edu/gretchen. and feelings. (C, G) Why are extreme physical and experiments. legler/public.www/antarcticawebsite/c 3.64 Use timelines and historical passages to characteristics a liability for settlement? oolf.htm summarize the history of a region including events, inventions/inventors, artists, writers, http://factsforkids.net/antarctica-facts- and political figures. (C, H, P) for-kids/ Suggestions are: James Clark Ross, Richard Timelines: E. Byrd, and South Magnetic Pole. http://www.timeforkids.com/minisite/a 3.65 Conduct a short research project to ntarctica examine the Antarctic Treaty. (P) 3.66 Explain why there are only temporary Explorers: residents found on Antarctica and the impact http://www.enchantedlearning.com/ex the physical environment and its natural plorers/antarctica.shtml resources have on how basic needs are met. (G) McMurdo Station: 3.67 Read and interpret information about the http://www.timeforkids.com/news/life- impact of people on the environment. (G) mcmurdo/140131 3.68 Identify McMurdo Station. (G) http://www.coolantarctica.com/Comm TNSS: unity/mcmurdo/mcmurdo_base_antar 3.RIT.3 Describe the relationship between a ctica.htm series of historical events, scientific ideas or concepts, or steps in technical http://newswatch.nationalgeographic. procedures in a text, using language that com/2013/02/11/landing-on-thin-ice- pertains to time, sequence, and cause/effect. arriving-in-mcmurdo-station- 3.RIT.4 Determine the meaning of general antarctica/ academic and domain-specific words and Antarctic Treaty: Lakeland School System Social Studies Instructional Map 2014-2015 18 Instructional Map- Social Studies Third Grade
Quarter 4 Weeks 5-7
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) phrases in a text relevant to a grade 3 topic http://www.usap.gov/usapgov/theAnt or subject area. arcticTreaty/index.cfm?m=2 3.RIT.7 Use information gained from illustrations (e.g., maps, photographs) and http://classroom.antarctica.gov.au/int the words in a text to demonstrate ernational/antarctic-treaty understanding of the text (e.g., where, when, why, and how key events occur) Books: 3.W.2 Write Informative/ explanatory texts to Black Whiteness: Admiral Byrd Alone examine a topic and convey ideas and in the Antarctic by Robert Burleigh information clearly. 3.W.8 Recall information from experiences or The Antarctic by Lynn M. Stone gather information from print and digital sources; take brief notes on sources and sort. North Pole, South Pole by Nancy Smiler Levinson Greetings from Antarctica text and photographs by Sara Wheeler
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Quarter 4 Weeks 8-9
2014-2015 TN State Guiding Questions/ Vocabulary Assessment/ Activities Instructional Resources Standards (TNSS) Guiding Questions: Websites: Culture and Geography Students will participate in the celebration of Cinco Why do we celebrate Cinco de Mayo? http://www.kids.librarypoint.org_cinco de Mayo by identifying the traditions and customs- _de_mayo K.3 Compare family traditions and dance, music, food/drink, art, and symbols. customs among different cultures. (C) What are some traditions and customs from that culture? http://www.memphisinmay.org K.13 Identify the student’s street Memphis/Tennessee History address, city/town, school name, and Have the name and create a list/book of the famous What do know about ______, the country Books: Tennessee as the state in which they sites of Memphis. (Example: the Mississippi River, Memphis in May is honoring this year? Memphis in May Curriculum live. the Pink Palace, the Zoo, the airport, Elvis Presley’s Vocabulary: home, Brooks Museum, the bridge, the Peabody Identify the location of Tennessee celebration Hotel, etc. and the United States on a map. (G) community Have the students illustrate/color pictures of the neighborhood sites and write descriptive sentences about these Tennessee sites. United States map Have the students create a map of Memphis globe including the school, and the famous sites. holiday
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