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Gateway Regional School District

SCOPE & SEQUENCE Social Studies – and its Cities and : Geography and History - 3

Evidence of Massachusetts Curriculum Possible Instructional Student Learning Month Standards Benchmarks Strategies (Assessment) TEXTBOOK – There is no textbook for this subject in third grade. CONCEPTS AND SKILLS 1. Explain the meaning of Students will KNOW: The Massachusetts Adventure textbook time periods or dates in The meaning of time periods and dates. historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking Students will be able to DO: and writing. (H) List in chronological order the major historical events that are part of Massachusetts’ history. Use time periods and dates correctly in speaking and writing.

2. Observe visual sources Students will KNOW: Address Concepts and Skills standards 2 and 3 together such as historic paintings, How to use visual sources to learn about history. to develop students’ historical capabilities. photographs, or illustrations Students develop these skills when gathering that accompany historical Students will be able to DO: information about the learning standards. narratives, and describe  Draw upon data in paintings and artifacts to details such as clothing, hypothesize about the culture of indigenous Online Resource - Dress Up setting, or action. (H) in Massachusetts Obtain historical data from a variety of sources,

including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films; and so on.  Marshal needed information of the time and place in order to construct a story, explanation, or historical narrative.

Page 1 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Massachusetts Curriculum Possible Instructional Student Learning Month Standards Benchmarks Strategies (Assessment) 3. Observe and describe local Students will KNOW: or regional historic artifacts How to use historical artifacts and sites to generate Online Resource – You Be the Historian and sites and generate questions about their function, construction, and Online Resource – A Family and Community questions about their significance. Online Resource – Early American Tools function, construction, and significance. (H) Students will be able to DO: Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past. 4. Use cardinal directions, Students will KNOW: Hougthon Mifflin Create a map of the local map scales, legends, and Cardinal directions are north, south, east, and west. Theme 1, pg 46Create a KWL chart to follow the steps community which includes titles to locate places on A compass has a symbol that shows where the for reading a map of the states of and cardinal directions, map contemporary maps of New cardinal directions are. places within Massachusetts. scales, legends, and titles. England, Massachusetts, and A legend is a map key that explains the lines, the local community. (G) symbols, and colors used on a map. Online resource Explore Your State with Maps by The title of a map names the subject of the map. National Geographic Xpedition is linked to national Geography standards Students will be able to DO:  On a map of the , locate the New England states (, Rhode , Massachusetts, , , ) The skills in this standard are applied in Learning and the . Standards 3.1. and 3.8.  On a map of Massachusetts, locate major cities and towns, Ann, Cape , the , the , the , and the Berkshire Hills 5. Describe the difference Students will KNOW: Visit a local historical museum and view maps from between a contemporary map Maps change as time progresses. earlier years. of their city or and the map of their city or town in Students will be able to DO: the 18th, 19 th , or early 20 th Describe the differences between a contemporary century. (H, G) map of their city or town and an historical map of the same place.

Page 2 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Massachusetts Curriculum Possible Instructional Student Learning Month Standards Benchmarks Strategies (Assessment) 6. Give examples of why it is Students will KNOW: The Massachusetts Adventure textbook/chap. 13 necessary for communities to Governments provide order and protect rights. have governments (e.g., governments provide order Students will be able to DO: and protect rights). (C) Give examples of how government provides order and protects rights.

7. Give examples of the Students will KNOW: different ways people in a People can influence their government by voting, Online Resource – Ladybug Story community can influence running for office, or participating in meetings. their local government (e.g., The Massachusetts Adventure textbook/chap. 13/14 by voting, running for office, Students will be able to DO: or participating in meetings). Give examples of different ways people can (C) influence their government. 8. Define what a tax is and Students will KNOW: The Massachusetts Adventure textbook/chap. 13/14 the purposes for taxes, and What a tax is and the purposes for taxes. with the help of their teachers  and parents, give examples of different kinds of taxes (e.g., Students will be able to DO: property, sales, or income Give examples of taxes and what they are used for. taxes). (E) 

9. Define specialization in Students will KNOW: Houghton Mifflin HM Theme 2, Selection 3 jobs and businesses and give Jobs and businesses specialize. HM Theme 2, Selection 3 - is about a fantasy farm, but examples of specialized  might be a link to exploring farms as one part of the businesses in the community. local economy. (E) Students will be able to DO:

Give examples of specialized jobs and businesses in the community. 

Page 3 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Massachusetts Curriculum Possible Instructional Student Learning Month Standards Benchmarks Strategies (Assessment) 10. Define barter, give Students will KNOW: examples of bartering (e.g., Bartering is one way of getting things you need or trading baseball cards with want. each other), and explain how Buying things you need or want is another way. money makes it easier for people to get things they Students will be able to DO: want. (E) Give examples and show how bartering can get you things you need or want. 

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) LEARNING STANDARDS 3.1 On a map of the United Students will KNOW: From memory, label the New States, locate the New Skills identified in Concepts and Skills Hougthon Mifflin England states (Connecticut, England states Standard 4 Theme 1, pg 46Create a KWL chart to follow the steps for reading a , Massachusetts, (Connecticut, Rhode Island, map of the states of New England and places within Massachusetts. Vermont, New Hampshire, Massachusetts, Vermont, Students will be able to DO: Maine) and the Atlantic Ocean New Hampshire, Maine)  On a map of the United States, locate the on a map of the United States and the Atlantic Ocean. On New England states (Connecticut, Rhode a map of Massachusetts, Island, Massachusetts, Vermont, New Online Resource –Kids Connect Create a map of locate major cities and Hampshire, Maine) and the Atlantic Ocean. Massachusetts that identifies towns, , Cape  On a map of Massachusetts, locate major major cities and towns, , the Connecticut River, cities and towns, Cape Ann, Cape Cod, the Ann, Cape Cod, the the Merrimack River, the Connecticut River, the Merrimack River, Connecticut River, the Charles River, and the the Charles River, and the Berkshire Hills Merrimack River, the Charles Berkshire Hills . (G) River, and the Berkshire Hills on a map of Massachusetts and which includes cardinal directions, map scales, legends, and titles.

Page 4 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.2 Identify the Students will KNOW: Interdisciplinary connection - author study of Marcia Sewall or other and their  eaders use of her writings. leaders at the time the Wampanoag way of life Pilgrims arrived, and describe their way of life. Students will be able to DO: Online Resource – The First (H, G)  Identify the Wampanoags and their Online Resource – History leaders at the time the Pilgrims arrived, and describe their way of life 3.3 Identify who the Students will KNOW: Hougton Mifflin Pilgrims were and explain  Who the Pilgrims were and explain why Theme 5, pg 183H - Create a why they left Europe to they left Europe to seek religious freedom Online Resource – Mayflower History multimedia report about the seek religious freedom; How to describe the Pilgrims’ journey and Online Resource – The First Thanksgiving Pilgrims describe their journey and their early years in the their early years in the Students will be able to DO: Plymouth Colony. (H, G, C,  Identify who the Pilgrims were and E) explain why they left Europe to seek The Massachusetts Adventure textbook/chap. 3 religious freedom; describe their journey A. the purpose of the and their early years in the Plymouth and its Colony. Read If You Sailed on the Mayflower in 1620 by Ann principles of self- Explain the purpose of the Mayflower McGovern government Compact B. challenges in settling Explain the events leading to the first in America Thanksgiving C. events leading to the first Thanksgiving

Page 5 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.4 Explain how the Students will KNOW: Provide access to or ideas about where to access a variety of sources to and Pilgrims Difference between Pilgrims and Puritans construct a historical narrative about daily life in the early settlements differed and identify early What daily life was like for the Puritans of Massachusetts. leaders in Massachusetts, Early leaders of the Pilgrims and Puritans such as ; Provide access to or ideas about where to access a variety of visual describe the daily life, Students will be able to DO: data, fiction and nonfiction sources, and speakers about the groups that education, and work of the  Explain how the Puritans and Pilgrims came to Massachusetts. Puritans in the differed and identify early leaders in Massachusetts Colony. Massachusetts, The Massachusetts Adventure textbook/chap. 4 (H, E, C)  Explain the work of the Puritans in the Colony  Construct a historical narrative about Read If You Sailed on the Mayflower in 1620 by Ann McGovern daily life in the early settlements of Massachusetts.  Identify the groups that have come into the state or region and to generate ideas about why they came.

Page 6 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.5 Explain important Students will KNOW: Hougthon Mifflin political, economic, and What life was like in Colonial America Theme 1, page 135 - Compare Sybil Ludington’s experience with that military developments How the French & Indian War, Stamp of leading to and during the Act, , Massacre, . (H, led to the beginning of C) the Revolution at and Concord Online Resource – American Revolution Male and Female Online Resource - http://www.libertyskids.com/ a. the growth of towns participants such as , Samuel and cities in Adams, , Paul Revere, Massachusetts before George , Ben Franklin, Molly The Massachusetts Adventure textbook/chap. 4 the Revolution Pitcher, , Betsy Ross and b. the Boston Tea Party Thomas Jefferson and the parts they played c. the beginning of the in the Revolution Read If You Sailed on the Mayflower in 1620 by Ann McGovern Revolution at Lexington and Students will be able to DO: Concord  Identify significant participants in the PBS video: Liberty’s Kids d. the Battle of Bunker Revolution such as John Adams, Samuel Hill Adams, John Hancock, Paul Revere, e. Revolutionary leaders , Ben Franklin, Molly such as John Adams, Pitcher, Deborah Sampson, Betsy Ross and , John Thomas Jefferson and the parts they played Hancock, and Paul in the Revolution Revere Explain the significance of The Boston Tea Party, The and other important events leading to the Revolution Reconstruct in timelines the order of early explorations and settlements including explorers, early settlements, and cities.

Page 7 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.6 Identify the Declaration Students will KNOW: Hougthon Mifflin of Independence, the The importance and summarized history Theme 2, page 245A – contains connections to Bill of Rights , and the Bill of of the Declaration of Independence, The Rights as key American Constitution and the Bill of Rights documents. (C)  American Revolution Students will be able to DO:  Identify the Declaration of Independence, The Massachusetts Adventure textbook/chap. 7 the Constitution, and the Bill of Rights as key American documents 3.7 After reading a Students will KNOW: The Massachusetts Adventure textbook/chap. 9,10,11,12 biography of a person from  How the ideas and achievements of a Massachusetts in one of the significant person affected the history of following categories, Massachusetts . summarize the person’s life and achievements. (H, C) Students will be able to DO: Summarize how the ideas and A. science and technology achievements of a significant person (e.g., Alexander Graham Bell, affected the . , Robert Goddard, John Hayes Hammond, Edwin Land, Samuel Morse) B. the arts (e.g., , Louisa Alcott, , , , Theodore Geisel, , Oliver Wendell Holmes, , , Henry

Page 8 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) David Thoreau, Phyllis Wheatley) C. business (e.g., William Filene, Amos Lawrence, Francis Cabot Lowell, ); D. education, journalism, and health (e.g., Clara Barton, , William Monroe Trotter) E. political leadership (e.g., John Adams, , Susan B. Anthony, , , John F. Kennedy, Paul Revere) 3.8 On a map of Students will KNOW: Create a map of the class’s Massachusetts, locate the Skills identified in Concepts and Skills Online Resource – Hidden Hills home town Massachusetts that class’s home town or city Standard 4 shows its local geographic and its local geographic The location of their home town and its Field trip to local historical building to hear presentation by local features and landmarks its features and landmarks. (G) geographic features and landmarks historian. local geographic features and landmarks and which includes Students will be able to DO: cardinal directions, map  On a map of Massachusetts, locate the scales, legends, and titles. towns within the Gateway Regional School District and surrounding geographic features and landmarks.

Page 9 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.9 Identify historic Students will KNOW: buildings, monuments, or  Historic buildings, monuments, or sites in Online Resource – Kids Zone by Ma sites in the and explain the area and their purpose or significance their purpose and significance. (H, C) Students will be able to DO:  Identify historic buildings, monuments, or sites in the area and explain their purpose and significance

3.10 Explain the meaning of Students will KNOW: Read The Flag We Love by Pam Munoz Ryan the stars and stripes in the  the meaning of the stars and stripes in the American flag, and describe American flag official procedures for the  official procedures for the care and care and display of the flag. display of the flag. (C) Students will be able to DO: Explain the meaning of the stars and stripes in the American flag  describe official procedures for the care and display of the flag

3.11 Identify when the Students will KNOW: Field trip to local museum to hear presentation from local historian. students’ own town or city When their community was founded. was founded, and describe What different groups of people settled in The Massachusetts Adventure textbook/chap. 10 the different groups of their community in the past. people who have settled in the community since its Students will be able to DO: founding. (H, G) Tell when their community was founded and describe the groups of people who have settled there.

Page 10 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009 Gateway Regional School District

SCOPE & SEQUENCE Social Studies – Massachusetts and its Cities and Towns: Geography and History - Grade 3

Evidence of Student Massachusetts Curriculum Possible Instructional Learning Month Standards Benchmarks Strategies (Assessment) 3.12 Explain how objects or Students will KNOW: artifacts of everyday life in  Everyday life and people have changed Online Resource – Early American Tools the past tell us how ordinary over time. Online Resource – You Be the Historian people lived and how Online Resource – A Colonial Family and Community everyday life has changed. Students will be able to DO: Draw on the services of the Explain how everyday life and people local historical society and have changed over time by examining Field trip to local historical museum to hear presentation from local local museums as needed. objects or artifacts. historian. (H, G, E) 3.13 Give examples of Students will KNOW: goods and services provided Goods and services are provided by local Online Resource – Hidden Hills by their local businesses and businesses and industries. industries. (E) Students will be able to DO: Give examples of goods and services provided by local businesses and industries.

3.14 Give examples of tax- Students will KNOW: Online Resource – Hidden Hills supported facilities and Taxes support local facilities and services. services provided by their local government, such as Students will be able to DO: The Massachusetts Adventure textbook/chap. 13 public schools, parks, Give examples of tax supported facilities recreational facilities, police and services in their community. and fire departments, and libraries. (E)

Page 11 of 11 Drafted by Karen Savoy, William Knittle, and Ann Fisk based on August 2003 Massachusetts History and Social Science Framework April 2009