Grade 3 Social Studies: Year-Long Overview To be productive members of society, students must be critical consumers of information they read, hear and observe, and communicate effectively about their ideas. Students need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 3, students explore what makes a place unique as they examine the geographic, historic, cultural, governmental, and economic characteristics that make Louisiana unique (aligned to grade 3 GLEs). A S O N D J F M A M u e c o e a e a p a Grade 3 Content g p t v c n b r r y t Louisiana What makes Louisiana unique? X X x Today Louisiana’s How did Native Americans contribute to X X First Louisiana’s uniqueness? Inhabitants Colonial How did exploration and colonization X X X Louisiana influence Louisiana’s unique cultural heritage? State of How did becoming part of the United x X X Louisiana States alter Louisiana while preserving unique elements of its rich heritage? Return to Grade 3 Social Studies: How to Navigate This Document 1 Revised Summer 2020 Louisiana’s How has Louisiana’s uniqueness helped to x X X Future shape our future? Return to Grade 3 Social Studies: How to Navigate This Document 2 Revised Summer 2020 Grade 3 Social Studies: How to Navigate This Document The grade 3 scope and sequence document is divided into five units. Each unit has an overview, instruction which includes topics and tasks, and a unit assessment. Click on a link below to access the content. Unit One: Louisiana Today ● Unit One Overview ● Unit One Instruction ○ Topic One: The Place Called Louisiana ○ Topic Two: Defining Culture ○ Topic Three: Living in Louisiana ● Unit One Assessment Unit Two: Louisiana’s First Inhabitants ● Unit Two Overview ● Unit Two Instruction ○ Topic One: Louisiana’s Native Americans ● Unit Two Assessment Unit Three: Colonial Louisiana ● Unit Three Overview ● Unit Three Instruction ○ Topic One: Louisiana’s Early Explorers ○ Topic Two: Colonization of Louisiana ○ Topic Three: Settlement of the Acadians ● Unit Three Assessment Unit Four: State of Louisiana ● Unit Four Overview ● Unit Four Instruction ○ Topic One: Events Leading to Statehood ○ Topic Two: Louisiana’s Government and Citizens ● Unit Four Assessment Unit Five: Louisiana’s Economy ● Unit Five Overview ● Unit Five Instruction ○ Topic One: Louisiana’s Economic Relationships ○ Topic Two: Louisiana’s Challenges ○ Topic Three: Unique Louisiana ● Unit Five Assessment Return to Grade 3 Social Studies: How to Navigate This Document 3 Revised Summer 2020 Grade 3 Social Studies: Pacing Guidance (REV Fall 2019) The grade 3 scope and sequence document has been updated to better support pacing of unit content. While some tasks have been reduced to allow more time for prioritized content, no updates have been made to the instructional approach of this scope and sequence and no new tasks have been added. The revised scope and sequence assumes one period of social studies instruction daily with 33 weeks of instruction in the school year. If your school or district follows different parameters, please use the high-level guidance below to inform your pacing: Semester 1 Semester 2 Geography and Culture through Colonial Era Statehood through the Modern Era Quarter 1 Quarter 2 Quarter 3 Quarter 4 ● The Place ● Native ● Statehood ● Louisiana’s Called Americans of ● Government Environmental Louisiana Louisiana and Challenges ● Cultures and ● Early Citizenship ● Modern Communities Exploration ● Economic Economy and of Louisiana and Concepts Tourism Settlement of Louisiana ● Colonial Louisiana Return to Grade 3 Social Studies: How to Navigate This Document 4 Revised Summer 2020 Unit One Overview Description: Students develop an understanding of the meaning of culture by identifying the common characteristics of culture. Throughout grade 3, students explore the question “What makes Louisiana unique?” In this unit, students understand the meaning of culture and how it defines a place. They identify and define the many characteristics of culture, each of which represents the people who live there. They explore the place known as Louisiana in the context of the world and country. They also examine examples of cultural elements that define Louisiana and make it a unique place. Suggested Timeline: 8 weeks Grade 3 Content Louisiana Today What makes Louisiana unique? Topics (GLEs): 1. The Place Called Louisiana (3.3.1-7, 3.4.7) 2. Defining Culture (3.1.6, 3.2.4) 3. Living in Louisiana (3.1.2, 3.1.4-5, 3.2.4, 3.3.1-7, 3.4.6) Unit Assessment: Students write an opinion piece to answer the question: What makes Louisiana unique? Students should support their point of view with reasons, referencing some of the sources they encountered during the unit. Return to Grade 3 Social Studies: How to Navigate This Document 5 Revised Summer 2020 Unit One: Louisiana Today Topic One: The Place Called Louisiana Topic Two: Defining Culture Topic Three: Living in Louisiana Key Connections ● The culture of Louisiana was created by many different cultural groups who have called Louisiana home. ● The physical features of each region of Louisiana influence its economy. ● The regions of Louisiana developed based on how climate, location, and natural resources influenced where people settled and how they used the land. ● Culture can be represented through different ways such as symbols, landmarks, food, language, traditions, festivals, and celebrations. Grade-Level Expectations (GLEs) Priority Content and Concepts 3.1.6 Compare and contrast the ● Identify cultural groups that influenced Louisiana, including Native influence of cultural groups in Americans, French, Spanish, Africans, Germans, Haitians, and Canary Louisiana. Islanders. ● Describe ways cultural groups influenced Louisiana’s culture, customs, and traditions (language, religion, food, music). 3.2.4 Identify cultural elements that ● Identify cultural elements that have contributed to Louisiana’s have contributed to the state’s heritage such as language, art, music, food, holidays, and celebrations heritage. (festivals, parades). 3.4.7 Describe the importance of ● Describe the natural resources (Gulf of Mexico, Mississippi River, natural resources in Louisiana using crops, timber, seafood, oil) of each of Louisiana’s 5 physical regions maps. (North Louisiana, Central Louisiana, Acadiana, Florida Parishes, Greater New Orleans) using a map. ● Compare and contrast the different physical features of Louisiana’s regions to make a connection between the physical features and economy/industry of each region. 3.7.1 Identify various ways that ● Recognize that Louisiana citizens can earn income from careers people earn income and how related to the natural resources of the state. earning income contributes to the economic well-being of their community and state. 3.9.1 Explain the concepts of ● Recognize that careers in the state’s natural resources involve job specialization and interdependence specialization (for example: fishing equipment and specialization in the seafood industry or logging equipment and specialization in the Return to Grade 3 Social Studies: How to Navigate This Document 6 Revised Summer 2020 in the production of goods and timber industry). services. 3.1.4 Compare and contrast state ● Identify Louisiana state symbols such as the pelican, magnolia and and national historical symbols. cypress trees, catahoula, crawfish, alligator, and fleur de lis and describe their importance. ● Identify national symbols such as the bald eagle, American flag, red/white/blue colors of the flag, and the U.S. constitution and describe their importance. 3.1.5 Categorize landmarks as state ● Recognize the Mississippi River, the Gulf of Mexico, and Lake and national. Pontchartrain as influential landmarks in the state of Louisiana. 3.3.1 Describe characteristics and ● Describe the different types of maps and explain their purposes - uses of various types of maps. physical, political, resource, historical, climate, economic (natural resources and industry), and road maps. 3.3.2 Identify the hemispheres in ● Identify the hemispheres in which Louisiana is located. which Louisiana is located. 3.3.3 Locate various communities ● Locate cities and parishes that are meaningful to students using a and cities in Louisiana using cardinal compass rose, and cardinal and intermediate directions on a map (the and intermediate directions. focus of this standard is proficiency in using cardinal and intermediate directions, not the specific cities and parishes chosen for students to locate). 3.3.4 Locate and label major ● Describe the physical characteristics (rivers, lakes, bayous/swamps, geographic features of Louisiana on floodplains, forests, farmland) of Louisiana’s 5 physical regions (North a map. Louisiana, Central Louisiana, Acadiana, Florida Parishes, Greater New Orleans). ● Identify The Mississippi River, Lake Pontchartrain, Sabine River, and Mt. Driskill using a map. 3.3.5 Differentiate between a town, ● Name and locate on a political map the town/city, parish, state, and parish, state, and country in which country students live in, and describe the relationship between a the student lives using a political town/city, a parish, and a state. map. 3.3.6 Construct an outline map of ● Students draw a map of Louisiana, noting important features such as the Mississippi River, Lake Pontchartrain, Baton Rouge (capital), and Return to Grade 3 Social Studies: How to Navigate This Document 7 Revised Summer 2020 Louisiana from memory.