Curriculum Framework Quarter 1 Social Studies Grade 3

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Document Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

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Curriculum Framework Quarter 1 Social Studies Grade 3

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Framework Quarter 1 Social Studies Grade 3

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

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Curriculum Framework Quarter 1 Social Studies Grade 3

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with

the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin

Press.

What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

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Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

Grade 3 Pacing Guide

Time 1st Quarter Time 3rd QuarterWeeks 1-3 Geography

Maps, globes, continents, physical features landforms, rivers, scarcity, regions

Weeks 1-4 Europe Diversity and its contributions to the culture, history of the region,

major countries, physical features, scarcity, major imports and exports, compare and contrast monarchy and democracy

Weeks 4-6 Environment Products, natural resources, related to regions, interactions

of people with their environment, and unique weather events

Weeks 5-6 Antarctica Diversity and its contributions to the culture, history of the region,

major countries, physical features, scarcity, major imports and exports, impact of people on the environment, McMurdo Station

Weeks 7-9 North America Interpret culture, physical features summarize the history,

Weeks 7-9 Australia Culture and History of the region and people, major countries, physical

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location of regions and countries, goods and services, import vs. exports, and natural resources

features, scarcity of the region, government, imports and exports, and economics, Great Barrier Reef, New Zealand, Ayers, Rock, Tasmania

Time 2nd Quarter Time 4th QuarterWeeks 1-5 North America

Culture, language, clothing, beliers, map features, timelines, historical people inventors/inventions, purpose of government, three branches of government, Constitutions

Weeks 1-3 Asia Major components of history and culture, story, major countries of

the continent, major physical features, imports and exports, how supply and demand affect prices of products

Weeks 6-9 South America Describe the history and culture of South America, Identify

the major countries and physical features, scarcity, imports and exports, compare and contrast types of government

Weeks 4-6 Africa Major components of history and culture, African folk tale, major

countries, major exports and imports, natural resources, scarcity around specific regions, Monarchy (Kings) of Africa and Africa in April

Weeks 7-9 Tennessee History and culture, major historical people, inventors, or inventions.

History of Blues in Memphis, major exports and imports, natural resources, scarcity around specific regions, and Memphis Celebrations such as Memphis in May.

*Please note these time frames are suggestions. Actual instructional timing may vary due to schedule complications, remediation and other factors.

GeographyWeeks: 1-3

Suggested Texts: Houghton Mifflin: Many Regions, One World- pgs. 48-50; 78-79; Atlas R8-R19 n/pHoughton Mifflin: Many Regions, One World-pg. 51Oceans (570 L): http://edutoolbox.org/system/files/rasp_file/G2-3RUOceansContinentsfinal.pdfWater, Water Everywhere: Facts About the Ocean (840 L): http://edutoolbox.org/system/files/rasp_file/G2-3RUOceansContinentsfinal.pdf Continents (600 L): http://edutoolbox.org/system/files/rasp_file/G2-3RUOceansContinentsfinal.pdfSeven Special Places (840 L): http://edutoolbox.org/system/files/rasp_file/G2-3RUOceansContinentsfinal.pdfAbsolute and Relative Location (940L): https://www.geolounge.com/absolute-relative-location/ Climates-Global Warming (840 L):http://www.readworks.org/passages/climates-global-warming Mountains and Oceans-Pollution (670 L):http://www.readworks.org/passages/mountains-oceans-world%E2%80%99s-oceans Clean Energy(550 L): http://www.readworks.org/passages/clean-energy Houghton Mifflin: Many Regions of the World-pgs. 62-65 n/p

TN State Social Studies Standards Guiding Questions/ Vocabulary Instructional Activities and ResourcesShelby County Schools

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Curriculum Framework Quarter 1 Social Studies Grade 3

Tier 2 & Tier 33.1 Process and report information identifying, locating, comparing, and contrasting the major continents and oceans: North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, and Southern using maps, globes, and other technologies.

3.2 Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distances in miles, isthmus, and strait.

3.3 Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the

3.1 What are the major physical components of the world, and how are they represented on a map? I can identify and explain the major

physical components of the world and how they are represented on a map.

3.2 How can I use details of maps and globes to identify country and regions? I can interpret details of maps and

globes to identify country and regions.

3.3 How can I use details of maps and globes to locate major cities and countries in the world? I can interpret details of maps and

3.1 After reading about the continents and oceans via the link http://edutoolbox.org/system/files/rasp_file/G2-3RUOceansContinentsfinal.pdf students will compare and contrast the different ocean as well as the different continents using Venn diagrams, comparative paragraphs, or a foldable. Literacy W.3.2

3.1 Students will identify and label the continents and oceans on a printable map via the link http://www.jumpstart.com/common/continents-and-oceans-view.

3.1, 3.2, 3.3 The students will research our world using maps, globes, and other forms of technology. After the creation of the map students will write a paragraph(s)/caption that explains the purpose of their map and different features of the map. Students will create a world map that includes the following: A TitleContinentsOceans Major CitiesMajor CountriesMajor mountains and rivers Equator and prime meridian and fold on those lines Labeled Time zones Isthmus/canals Label hemispheres, the north and south poles Literacy W. 3.7

3.2 Students will dissect and interpret a map by hemispheres. Students will create a foldable that details map features that are present in each hemisphere. (Ex. Southern Hemisphere: most of South America, Antarctica, Australia, etc.). Teacher may refer to the map and hemisphere explanation using the link http://kinooze.com/hemispheres/.

3.3 After creating their maps and reviewing Houghton Mifflin: Many Regions, One World- pgs. 48-50; 78-79; Atlas R8-R19, students will create questions for the map using Bloom’s Questioning stems via the link https://education.illinoisstate.edu/downloads/casei/5-02-Revised%20Blooms.pdf or www.pearsoncustom.com/ufl_ctsm/om/ blooms _ question .doc that demonstrate knowledge of how to use cardinal directions, map scales, legends, titles, and

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world.

3.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities and countries in the world.

3.5 Explain the difference between

globes to identify major cities and countries in the world.

3.4 How are major physical and political features located on a map and globes? I can locate major physical and

political features on globes and maps.

3.5 What is the difference between relative and absolute location? I can explain the difference

longitude and latitude. Students may use the links below to practice the use of cardinal directions, map scales, longitude and latitude: Literacy R.I 3.7

Cardinal Directions, Map Scale, Longitude, and Latitude.http://mrnussbaum.com/third-grade-social-studiesInteractive Geography Skills Practicehttp://www.uen.org/3-6interactives/social_studies.shtml Longitude and Latitude Practicehttp://www.softschools.com/social_studies/geography/map_games/latitude_and_longitude_games/ Map Videoshttp://www.watchknowlearn.org/Category.aspx?CategoryID=335

3.4 The students will create a flipbook for major physical and political features on globes and maps. Students will write the name of the landform or body of water on the cover of each section. Inside of each section, students will include an illustration of the feature, and a description of the feature using evidence from a text. Literacy RI.3.7, RI.3.2

Landforms Videohttp://www.watchknowlearn.org/Video.aspx?VideoID=15694&CategoryID=799 3rd Grade Social Studies Landformshttp://www.ck12.org/user:a2FyZW4ubGF3c29uQHRjc2VkdS5uZXQ./book/Tennessee-Grade-3-Social-Studies/section/2.4/

Landform Passages- http://www.readworks.org/books/passages Examples of Real Landformshttp://astro.hopkinsschools.org/course_documents/earth_moon/earth/earth_science/landforms.htm https://quizlet.com/7508441/mrs-nelson-3rd-grade-landforms-flash-cards/

http://classroom.jc-schools.net/SS-units/geog.htm

3.5 After the teacher and students read Absolute and Relative Location using the link https://www.geolounge.com/absolute-relative-location/, the students will compare and contrast absolute and relative location using a t-chart or a comparative writing piece. Students with then find the absolute location of a few major cities in the United States of

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relative and absolute location.

3.6 Use different types of maps (political, physical, population, resource, polar projection, and climate) and globe skills to interpret geographic information from graph or chart.

3.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts).

3.8 Interpret digital sources and informational text to describe how humans interact with their environment

between relative and absolute location.

3.6 What can we learn about our world by studying different areas using maps, chart, and graphs? I can use information from maps,

charts and graphs to gather information about areas.

3.7 How can different types of maps clarify geographical information? I can clarify information presented

on different types of map images.

3.8 How are humans’ wants and needs conflicting with protecting the environment? I can describe how humans change

and interact with their environment.

America using the link https://www.superteacherworksheets.com/maps/usa-latitude-longitude-map_WMWTR.pdf. Literacy W.3.2, RI.3.1

3.6 Students will create a table to compare and contrast the climate, precipitation, temperatures, and weather conditions for the continents using the link Weather Averages:http://www.currentresults.com/Weather/. Students will create a persuasive letter to a friend that includes which continent they should relocate to using supporting data from the table. The teacher may refer to the links http://www.worldatlas.com/aatlas/infopage/politphys.htm and http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.6/ when introducing the different types of maps. Literacy W.3.2, RI.3.13.7 After the teacher introduces how specific images contribute to and clarify geographical information while referring to http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.7/, students read Houghton Mifflin: Many Regions, One World-pg. 54-55, and students view How Does GPS Work video via the link http://www.neok12.com/video/Geography/zX014264595550577b435502.htm, students will create a graphic organizer in which they will list the type of image or resource on one side and a description of the image or resource that includes how it contributes to and clarifies geographical information.

3.8 Using supporting details from a text below, the students will write a letter to a city or country leader describing the challenges that our city or country face due to harmful actions against the environment. Students should include information on how they affect humans, animals, and the economy. In the letter, students should also propose ways that humans can solve the environmental challenges. The teacher may refer to the link http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.8/ and the video when introducing how humans interact with their environment. Literacy W.3.1, RI.3.1Climates-Global Warminghttp://www.readworks.org/passages/climates-global-warming Mountains and Oceans-Pollutionhttp://www.readworks.org/passages/mountains-oceans-world%E2%80%99s-oceans Clean Energy http://www.readworks.org/passages/clean-energy Houghton Mifflin: Many Regions of the World-pgs. 62-65

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Curriculum Framework Quarter 1 Social Studies Grade 3

3.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details.

3.9 How can primary sources and secondary sources differ? I can examine primary and

secondary sources for contradictions.

Content Vocabulary (Tier 3):continent, ocean, map, globe, technologies, city, country, latitude, longitude, region, hemisphere, isthmus, distance, strait, time zone, elevation, equator, mountain, north pole, south pole, cardinal directions, compass rose, map scale, legend, physical feature, political feature, landform, relative location, absolute location, political map, physical map, resource map, projection map, climate map, digital source, primary source, secondary source, artifacts

Academic Vocabulary (Tier 2): title, process, report, identify, compare, contrast, locate, interpret, examine, explain, analyze, describe, interact, contradiction, supporting evidence

(for vocabulary strategies see pg. 4)

3.9 The teacher will create stations for various primary and secondary sources, maps, photographs, texts, and artifacts in which students will rotate and describe how each set of sources document America’s changes over a period of time. Students will compare and contrast the primary and secondary sources with the partner. Students will describe which sources documented or displayed the changes in America most effectively. Teachers may refer to the link http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.9/ when introducing how to analyze different sources. Literacy W 3.2

Houghton Mifflin: Many Regions of the World pages 214-221 Historical Mapshttp://etc.usf.edu/maps/galleries/us/earlyamerica14001800/ Historical Maphttp://www.earlyamerica.com/earlyamerica/maps/1800/ Primary and Secondary Sources (Resource Packs: Username: Shelby Password: County)http://packs.eb.com/resourcepacks#/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/

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EnvironmentWeeks: 4-6

Suggested Texts:Everything Comes for Earth (1130L): http://www.gdc.govt.nz/assets/Files/EnvHealth/Education/Everything-comes-from-earth.pdf Making Goods (760L): http://www.eduplace.com/ss/socsci/books/content/ilessons/3/ils_tn_gr3_u3_c06_l2.pdfHoughton Mifflin: Many Regions of the World- pgs. 122-125 n/pTrading Goods (800L): http://www.eduplace.com/ss/socsci/books/content/ilessons/3/ils_tn_gr3_u3_c06_l3.pdf Houghton Mifflin: Many Regions of the World-pgs. 62-65; 122-123 n/pWhat Happens When it Rains (660L): http://www.readworks.org/passages/what-happens-when-it-rains Flames (800L): http://www.readworks.org/passages/flames 3.10 Trace the development of a product from its natural resource state to a finished product.

3.11 Analyze how natural resources have impacted the economy of each region and their connections to global trade.

3.10 How are natural resources developed into products? I can tell how a product is made

from a natural resource.

3.11 How do natural resources affect global trade? I can tell how natural resources

have impacted the economy and affect global trade.

3.10 The teacher will review the meaning of natural resources using a natural resources slide show using the link http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-resources.htm. The teacher may also want to show students a video of the process of making different items by choosing a video that shows the production process of an item using the link http://www.neok12.com/Industry.htm. With teacher assistance and using the text Everything Comes for Earth via the link http://www.gdc.govt.nz/assets/Files/EnvHealth/Education/Everything-comes-from-earth.pdf, students will develop a flow map that displays how a natural resource is used to create a finished product. The flow map should include an illustration and a description for each section of the flow map. Literacy RI.3.7

3.10 Students can use the link http://www.madehow.com to research and present the process of a natural resources becoming a finished product. Literacy W.3.2, RI.3.2, SL.3.4

3.11 After reading Houghton Mifflin: Many Regions of the World- pgs. 122-125 or Making Goods via http://www.eduplace.com/ss/socsci/books/content/ilessons/3/ils_tn_gr3_u3_c06_l2.pdf, students and the teacher will discuss how natural resources are used to meet our basic needs and wants, how they impact economy and industries of different regions, and how they impact trading across the globe. Students will create a trifold describing each resource,

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Curriculum Framework Quarter 1 Social Studies Grade 3

3.12 Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, and drought).

3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation, communication, bridges,

3.12 What are some ways that climate, and weather forces can affect how people live? I can describe how weather forces

impact geography.

3.13 How are natural resources used to meet wants, and needs of humans, and how do they affect global trade? I can summarize how people

interact and change their environment.

how they meet our needs and wants, and how they impact industries and trading. When introducing how natural resources have impacted the economy, the teacher my refer to http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.11/, Natural Resources videos via the links www.watchknowlearn.org/Category.aspx?CategoryID=2455 and www.teachertube.com. Students may read Houghton Mifflin: Many Regions of the World-pgs. 62-65; 122-123 for background knowledge. Literacy RI.3.1

3.12 The teacher will read Eight Ways the Climate Change Hurts Humans using the link http://www.smithsonianmag.com/science-nature/eight-ways-climate-change-hurts-humans-180950475/?no-ist and view the video weather 101 using the link http://video.nationalgeographic.com/video/101-videos/weather-101-sci-1?source=searchvideo. Students/Class will chart the eight ways climate affects people and geography. Students will work in groups to summarize the affects weather forces have on the geography and population of a region. Literacy W.3.2, RI.3.1

3.12 The teacher will create a scavenger hunt for different weather forces. The students will search for envelopes that include a text on the weather force and photographs that show a region or continent before and after the effects of the force. Students will create an illustration that includes before and after images of a region or continent, as well as a description of the force and how it impacts the geography and population of a region using supporting details from the texts provided. The teacher may refer to the link http://weatherwizkids.com/weather-hurricane.htm and students may read What Happens When It Rains: http://www.readworks.org/passages/what-happens-when-it-rains to assist with completion of the task. Literacy RI.3.7

3.13 After the class watches Five Themes: Human Environment Interaction via the linkhttp://www.teachertube.com/video/five-themes-human-environment-interaction-an-296949, the teacher will organize students into groups, assign each group a set of resources, and provide them with chart paper. Students will create a graphic organizer in which they will list and describe the resource, summarize how they assist in meeting basic needs and wants, and how they assist in overcoming geographical challenges. Each group will to make a presentation for their organized information. The teacher may refer to

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Curriculum Framework Quarter 1 Social Studies Grade 3

dams, tunnels, canals, freshwater supply, irrigation systems, and landfills.

Content Vocabulary (Tier 3):natural resource, finished product, economy, global, region, weather force, climate, population, global warming, pollution, basic need, geographic challenge, freshwater supply, landfills, irrigation systems, canals

Academic Vocabulary (Tier 2):trace, analyze, discuss, summarize, force, trade, housing, transportation, industry

(for vocabulary strategies see pg. 4)

http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/2.13/ when introducing the lesson. Literacy SL.3.1, RI.3.1

North America (Geography)Weeks: 7-9

Suggested Texts:Houghton Mifflin: Many Regions, One World-pgs. 99; 130-133: Imports and Exports n/pHoughton Mifflin: Many Regions, One World-pgs.104-107: Scarcity n/pWater Woes (1040L): http://www.readworks.org/passages/water-woes Water Scarcity-The U.S. Connection by Shannyn Snyder (1190L): https://thewaterproject.org/water_scarcity_in_us The Importance of Trade (900L): http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm Houghton Mifflin: Many Regions, One World- pgs. 118-121 Supply and Demand n/p3.18 Identify and locate on a map:Canada, Mexico, Central America, andthe 50 states of the U.S. (G)

3.19 Compare and contrast differentmaps to show the location of Alaska andHawaii as outside of the contiguousUnited States, using a globe to refineunderstanding of the location of the twostates.

3.20 Identify on a map major cities of thecontinent Charleston, Chicago, Knoxville,Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York,

3.18 Where are Canada, Mexico, Central America and the 50 states of America located?

I can locate the fifty states of America, Canada, Mexico, and Central America.

3.19 Where are Alaska and Hawaii located on a Map?

I can identify Alaska and Hawaii on a map.

3.20 What are some major cities in the United States?

I can identify major cities in the

3.18 The teacher will cut a blank map of North America and the United States into pieces and place them in a small bag. The teacher will provide groups of students with a bag and the students will label each state (as well as the countries Canada, Central America, and Mexico) and the students paste the pieces on construction paper to create an accurate map of North America. For a printable map, teachers may refer to the link https://www.superteacherworksheets.com/maps/usa-blank_WMWTD.pdf. Literacy SL.3.1

3.18, 3.19, 3.20, 3.21, 3.22 After viewing and discussing the map of the United States of America using the resource Houghton Mifflin: Many Regions, One World- pgs. 48-50; 78-79; Atlas R8-R19, students will create and label the following features on the map:

Canada, Mexico, Central America, The fifty states of the United States of America. Major cities: Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City,

Nashville, New York, Seattle, and Washington D.C. Regions of the United States; Northeast, West, Mid-West, South, West,

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Curriculum Framework Quarter 1 Social Studies Grade 3

Seattle, Washington D.C.). (G, TN)

3.21 Locate the states that comprise theregions of the United States. (G)

3.22 Identify major physical features ona map (G, TN) Rivers – Colorado, Cumberland,

Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, Tennessee

Mountains – Alaska Range, Appalachian, Cascade, Rockies

Bodies of Water – Arctic, Atlantic,Great Lakes, Great Salt Lake, Gulf ofMexico, Hudson Bay, Niagara Falls,Pacific Ocean Deserts – Death Valley, Great Basin Landforms – Grand Canyon

3.23 Identify examples of scarcity in and around specific regions. (E, G)

United States.

3.21 What are the four main regions of the United States?

I can identify the four main regions of the United States

3.22 What are some major physical features on a map?

I can identify physical features on a map of the United States.

3.23 What is scarcity, and how can it affect a region?

I can explain how scarcity affects a region.

Major physical features; rivers, mountains, bodies of water, deserts, landforms 3rd Grade Social Studies: Interactive Mapshttp://mrnussbaum.com/third-grade-social-studies/ Social Studies for 3rd-6th Grade: Interactive Maps/Activitieshttp://www.uen.org/3-6interactives/social_studies.shtml United States Regions Maphttp://www.mapsofworld.com/usa/usa-maps/united-states-regional-maps.html Blank United States Maphttp://www.50states.com/tools/usamap.htm Printable Maps: Various States and Countrieshttp://www.eduplace.com/ss/maps/usa.html

3.23 The teacher will organize students into groups and provide each group with a passage on scarcity for different regions across North America. Allow students to discuss how scarcity affects the region and solutions to solve for reserving the resources that are scarce in the region. Have students to create a campaign poster that will bring awareness about each issue to people who live in each region. Literacy SL 3.1Example of Scarcityhttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/3.10/ Basic Economics: Scarcity and Choiceshttp://www.socialstudiesforkids.com/articles/economics/scarcityandchoices1.htm http://www.socialstudiesforkids.com/articles/economics/scarcityandchoices2.htm

3.23 After reading Water Woes (with support) using the link http://www.readworks.org/passages/water-woes, students will compose an explanatory writing piece detailing the impact of Mexico City’s scarcity of fresh water. Literacy W.3.2

3.23 After reading Water Scarcity-The U.S. Connection by Shannyn Snyder( with support) via the link https://thewaterproject.org/water_scarcity_in_us, students will write an opinion piece that predicts that future of Colorado and California’s water supply. Students must use

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Curriculum Framework Quarter 1 Social Studies Grade 3

3.24 Interpret a chart, graph, or resourcemap of major imports and exports. (E, G)

3.25 Define supply and demand anddescribe how changes in supply anddemand affect prices of specificproducts.(E)

3.24 What are major imports and exports of the United States? How are products made, sold, and transported around the world?

I can give examples of imports and exports in the United States

3.25 How do people make a living? How do they use their money? What is a budget and why is it important? How does supply and demand affect budgets?

I can explain the effect of supply and demand effect prices of an area.

3.26 What is the relationship between producers and consumers and how do they depend on each other? How are

evidence from the text to support their opinion/prediction. Literacy W.3.1

3.24 The teacher will review the objective of interpreting charts, graphs, or resource maps of major imports and exports by showing students examples using the linkhttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/3.11/. Students will then use given texts and various resources to compare and contrast the imports and exports of the United States. Using data from various sources, students will create a pie chart or bar graph, as well as include a key, of imports and exports. The students will make a presentation of their data. The teacher may refer to the resources below when planning:The Importance of Trade: http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm Why All the Graphs in Economics?http://www.socialstudiesforkids.com/articles/economics/economicsgraphics.htm Coming and Going: Imports and Exports Throughout the Worldhttp://www.econedlink.org/lesson/400/Coming-Going-Imports-Exports-Throughout-World Literacy W.3.2, RI.3.1, SL .3.1

3.25 The students will create a graphic organizer that shows how supply and demand affects the prices of products. The teacher will organize students into groups and allow each group to create a name for a company and discuss the product that the company produces and sells. The students will create a presentation that displays the supply and demand of the product within the company by creating a chart or graph. Students will include a visual or description what could occur in the economy, including pricing, if the resources for the product became scarce and a plan of action to replenish the supply of the product. Teachers may refer to the links below:Supply and Demand: Basic Economicshttp://www.socialstudiesforkids.com/articles/economics/supplyanddemand1.htm 3rd Grade Social Studieshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/3.12/ Supply and Demand Videohttp://bizkids.com/clip/supply-and-demand Supply and Demandhttp://www.mcwdn.org/ECONOMICS/SupDemand.html Literacy RI 3.7, SL 3.1

3.26 Students will complete a scavenger hunt in the classroom in which they will find

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Curriculum Framework Quarter 1 Social Studies Grade 3

3.26 Describe how goods and servicesare exchanged on local, regional, andinternational levels including transportation methods and bartering andmonetary exchange. (C, E, G, TN)

products made, sold, and transported around the world?

I can describe how goods and services are exchanged.

Content Vocabulary (Tier 3):states, contiguous, continent, city, physical feature, river, mountain, desert, landforms, scarcity, import, export, demand, supply, products, goods, services, local, regional, international, barter, monetary, agriculture, industry, needs and wants, consumer, producer, manufacture

Academic Vocabulary (Tier 2):identify, locate, compare, contrast, refine, define, interpret, describe, comprise, trade, exchange, location

(for vocabulary strategies see pg. 4)

several items and describe where each item was created. The students will create an organizer that displays the various places around the world that each item comes from, and several ways they can be transported to the United States. The students will choose an item and location and create a map or plan that shows how the item is transported from the place in which it was created to the United States. Teachers may refer to the links below:Goods and Services Videohttp://www.teachertube.com/video/goods-and-services-230933 3rd Grade Social Studies http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/section/3.13/

Additional ResourcesGeography Resourceshttp://www.c3teachers.org/inquiries/geography/TN Electronic Library http://tntel.tnsos.org/Watch Know Learn http://www.watchknowlearn.org/Time for Kidswww.timeforkids.comTennessee History for Kidshttp://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelineshttp://www.ushistoryatlas.com/site/members_homepage.htmlGeography: Photos, maps, graphshttp://juniorgeographer.com/site/homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documents

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Curriculum Framework Quarter 1 Social Studies Grade 3

http://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/Britannica Digital Learning (username: shelby / password: county)http://school.eb.com/levelsRead Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesText Book Resources (Must Be Purchased)http://store.gibbssmitheducation.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/Britannica: Resource Packs Username: Shelby Password: Countyhttp://packs.eb.com/resourcepacks#/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Responsehttp://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.htmlCK-12: 3rd Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/CK12: 4th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/CK-12: 5th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-5th-Grade-Social-Studies-American-History-1850-to-Present/section/1.0/

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