social studies 3rd grade social studies standard...

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Social Studies 3rd Grade Social Studies Standard 1.1 3.History.1.1 Use a variety of sources to distinguish historical fact from fiction. Essential Questions - 21st Century Skills and Readiness Competencies: How do historical fact, opinion, and fiction uniquely influence an individual’s understanding of history? How do historical thinkers determine the accuracy of history? What types of questions do historians ask about the past? Why do historians use multiple sources to study history? Evidence Outcomes: a. Compare factual historical sources with works of fiction about the same topic. b. Use a variety of historical sources including artifacts, pictures, and documents to help define factual historical evidence. c. Compare information from multiple sources recounting the same event. Academic Vocabulary: accuracy ancestor artifact border community consumer critically analyze culture document ethnic evaluate historian historical evidence historical fact historical source history informed decision primary source recount region weapon Assessment: 1. Assess completed letters. Scroll down to the Evaluation Rubric part of the lesson . 2. Create a Native American Board Game Evaluation Rubric worksheet for the Game Board. 3. Assess the completed time lines for accuracy. 4. Evaluate the completed backpack journal activity. 5. Evaluate students using the worksheets included in the lesson attachments . 6. Use the assessment ideas included in the lesson plan . 7. Assess the completed Thanksgiving interpretations worksheets. 4. Magic Treehouse Journal 7. Thanksgiving Interpretations Suggested Activities/Strategies:1. Read The Magic Tree House Book: Revolutionary War on Wednesday to foster an understanding of American values. Follow this lesson plan . Students write a letter using the voice of an American colonist. Resources/Technology: Background Info on the American Revolution Historical Document Collection 84 Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs.

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Page 1: Social Studies 3rd Grade Social Studies Standard 1coloradoplc.org/files/archives/grade_3_social_studies.pdf · Social Studies 3rd Grade Social Studies Standard 1.1 ... Social Studies

Social Studies 3rd Grade Social Studies Standard 1.1

3.History.1.1 Use a variety of sources to distinguish historical fact from fiction. Essential Questions - 21st Century Skills and Readiness Competencies:

• How do historical fact, opinion, and fiction uniquely influence an individual’s understanding of history?

• How do historical thinkers determine the accuracy of history?

• What types of questions do historians ask about the past?

• Why do historians use multiple sources to study history?

Evidence Outcomes:

a. Compare factual historical sources with works of fiction about the same topic.

b. Use a variety of historical sources including artifacts, pictures, and documents to help define factual historical evidence.

c. Compare information from multiple sources recounting the same event.

Academic Vocabulary:

accuracy ancestor artifact border community consumer critically analyze culture document ethnic evaluate historian historical evidence historical fact historical source history informed decision primary source recount region weapon

Assessment: 1. Assess completed letters. Scroll down to the Evaluation Rubric part of the lesson. 2. Create a Native American Board Game Evaluation Rubric worksheet for the Game Board. 3. Assess the completed time lines for accuracy. 4. Evaluate the completed backpack journal activity. 5. Evaluate students using the worksheets included in the lesson attachments. 6. Use the assessment ideas included in the lesson plan. 7. Assess the completed Thanksgiving interpretations worksheets. 4. Magic Treehouse Journal 7. Thanksgiving Interpretations

Suggested Activities/Strategies:1. Read The Magic Tree House Book: Revolutionary War on Wednesday to foster an understanding of American values. Follow this lesson plan. Students write a letter using the voice of an American colonist.

Resources/Technology:

Background Info on the American Revolution

Historical Document Collection

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Social Studies 3rd Grade Social Studies Standard 1.1

2. Create a Native American Board Game. Use the planning sheets, Planning Sheet 1 and Planning Sheet 2.

3. Complete the Ben Franklin time line activity. Instruct students to illustrate and write a one or two sentence caption about one of Ben Franklin's accomplishments then place it on a Timeline Bulletin Board.

4. Read Civil War on Sunday, from the Magic Tree House Series, as an example of a fictional work based on history. Complete journal activity.

5. Follow this lesson in which students compare fictional and factual accounts of Paul Revere's ride.

6. Use this lesson to teach comparing information from multiple sources.

7. Follow this lesson to teach multiple sources in the recounting of the first Thanksgiving.

4. Magic Treehouse Journal Activity 7. Thanksgiving Interpretations

Native American Culture

Encyclopedia Smithsonian

Native American Technology and Art

Ben Franklin Biographical Info

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Social Studies 3rd Grade Social Studies Standard 1.2

3.History.1.2 People in the past influence the development and interaction of different communities or regions.

Essential Questions - 21st Century Skills and Readiness Competencies:

• How have different groups of people both lived together and interacted with each other in the past?

• What types of questions do people ask to learn about the past?

• How has the region changed and yet remained the same over time?

Evidence Outcomes:

a. Compare past and present situations and events.

b. Chronologically sequence important events in a community or region.

c. Give examples of people and events, and developments that brought important changes to a community or region.

d. Describe the history, interaction, and contribution of the various peoples and cultures that have lived in or migrated to a community or region.

Academic Vocabulary:

border chronological sequence community connection contribution cultural make-up culture decision document economic development ethics influence innovation interact migrated region technological development tool

Assessment: 1. Use rubric to evaluate the Early America/Community lesson. Scroll down to evaluation rubric part of this lesson. 2. Assess students based on the details and descriptions they provide about the Hopi in their stories, as well as their comments and participation in the discussion that shows understanding of the Hopi people. See lesson plan. 3. Use this rubric for the oral presentations. 4. Follow the assessment ideas included with the lesson. 5. Use the multiple assessment ideas included within the unit. 6. Assess the completed sheet comparing past and present. 7. Follow the ideas for analysis of student work.

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Social Studies 3rd Grade Social Studies Standard 1.2

8. Use the assessment included with the lesson plan. 3. Oral Presentation Rubric 5. Industrialization Unit 6. Comparing Past and Present

Suggested Activities/Strategies:

1. Follow this Early America/Community lesson.

2. Use this lesson in which students write an expository text about Native Americans-Hopi (southwest region). Students can also read the Magic Tree House Buffalo Before Breakfast or Kaya and Lone Dog by Janet Beeler Shaw, and write a compare/contrast paragraph about the Hopi and Lakota Indians.

3. Individually or in pairs, have students research someone famous from Colorado, their region, or their community. Have them make a timeline to depict that person and the selected person's accomplishments. Individual students or partners can then dress in character and give an oral report about the famous person selected. Use these sites for information about famous Coloradans and the famous women of Colorado.

4. Complete the From Boomtown to Ghost Town lesson to teach how the gold rush influenced the development of regions.

5. Use this unit to teach how industrialization changes regions.

6. Teach about past and present communities using this lesson plan.

7. Use this site to teach comparing the past and present.

Resources/Technology: Scroll to Suggested Book List for Early America Video of Native Americans History of Cherokee Video History of Cherokee Video - Part 2 Colorado History List and Biographies Biographies Settlers in Colorado Photos Comparing Past and Present

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Social Studies 3rd Grade Social Studies Standard 1.2

8. Follow this lesson plan in which students sequence historical events.

5. Industrialization Unit 6. Comparing Past and Present

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Social Studies 3rd Grade Social Studies Standard 2.1

3.Geography.2.1 Use various types of geographic tools to develop spatial thinking. Essential Questions - 21st Century Skills and Readiness Competencies:

• What questions do geographers ask? • How does the geography of where we

live influence how we live? • How do physical features provide

opportunities and challenges to regions? • How have the cultural experiences of

groups in different regions influenced practices regarding the local environment?

Evidence Outcomes:

a. Read and interpret information from geographic tools and formulate geographic questions.

b. Find oceans and continents, major countries, bodies of water, mountains, and urban areas, in the state of Colorado and neighboring states on maps.

c. Locate the community on a map and describe its natural and human features.

d. Identify geography-based problems and examine the ways that people have tried to solve them.

Academic Vocabulary:

analysis community geographic tools human features map mountain natural features ocean pattern personal connections perspective physical feature prediction problem solving region rural spatial thinking spatial understanding urban

Assessment: 1. Use the completed on-line quiz of continents and oceans as the assessment. 2. Evaluate this map on which students identify continents and oceans. 3. Grade the completed physical and human features assessment on page 3. 4. Assess the Colorado Map using this rubric. 5. Use this map quiz to assess students. 6. Evaluate completed maps for accuracy. 7. Use this worksheet to assess student knowledge of maps and symbols. 8. Assess the completed maps. 9. Evaluate this activity by using the world map included with the lesson plan.

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Social Studies 3rd Grade Social Studies Standard 2.1

10. Use the completed map as the assessment for this lesson. Modify the lesson to identify Colorado rather than Indiana. 11. Assess the completed graphs included with this lesson. 2. Label Continents 3. Geographic Characteristics 7. Map Symbols Worksheet 8. Mapping North America 9. Grapefruit Activity 10. Region Lesson 11. Community Graph

Suggested Activities/Strategies:

1. Use this interactive website to help teach students how to identify continents and oceans.

2. Complete this activity in which students color and identify continents and oceans.

3. Complete the physical and human features geographic activity.

4. Use this interactive Colorado Map Maker activity in which students can create their own map.

5. Use this site to teach about the state of Colorado and its resources. Have students label and color the map.

6. Complete this map of Colorado and neighboring states.

7. Teach students about maps and map symbols using this interactive site.

8. Complete this activity in which students map the geographic features of North America.

Resources/Technology:

Interactive Activities

Ben Franklin’s Guide to U.S. Government

Grade 3 Social Studies Resources

Outline Map of Colorado

Lesson Plans for Third Grade

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Social Studies 3rd Grade Social Studies Standard 2.1

9. Use this grapefruit activity to teach about the hemispheres and equator.

10. Teach students to identify the region in which they live using this lesson.

11. Use this lesson to teach environmental and human factors in the local community.

2. Continents and Oceans Worksheet 3. Geographic Features Activity 3. Physical and Human Features 8. Mapping North America 9. Grapefruit Activity 10. Region Activity 11. Community Graphing Lesson

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Social Studies 3rd Grade Social Studies Standard 2.2

3.Geography.2.2 The concept of regions is developed through an understanding of similarities and differences in places.

Essential Questions - 21st Century Skills and Readiness Competencies:

• Are regions in the world more similar or different?

• Why do people describe regions using human or physical characteristics?

• What are geographic characteristics of a region?

• How do cultures lead to similarities and differences between regions?

Evidence Outcomes:

a. Observe and describe the physical characteristics and the cultural and human features of a region.

b. Identify the factors that make a region unique including cultural diversity, industry, agriculture, and landforms.

c. Give examples of places that are similar and different from a local region.

d. Characterize regions using different types of features such as physical, political, cultural, urban, and rural.

Academic Vocabulary:

agriculture climate cultural diversity cultural feature geographic characteristics human features industry landform personal need physical characteristics political feature region rural feature suburban urban feature

Assessment: 1. Assess the completed Frayer Models. 2. Grade the completed urban, rural, suburban assessments. 3. Assess the completed charts for accuracy. 4. Assess writing using the My Community writing rubric. 5. Use this rubric to assess the edible landform projects. 6. Assess dioramas using the same rubric. 7. Use the assessment suggestions included in the lesson plan. 8. Assess regions using this interactive quiz. 1. Frayer Model 2. Rural, Urban, Suburban Assessment 3. Rural, Urban...Chart 4. Writing Rubric

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Social Studies 3rd Grade Social Studies Standard 2.2

Suggested Activities/Strategies:

1. Use this interactive site to teach the types of landforms (mountains, plains, etc.) Complete a Frayer Model on landforms. In each box, draw and label a different type of landform. In one box, students could also draw and label nonexamples.

2. Use this site to teach rural, suburban, and rural communities. The site contains a video and information.

3. Teach rural, suburban, and rural communities using this interactive site. Identify different types of communities using the attached chart. Students should list cities or towns with which they are familiar.

4. Complete the My Community writing graphic organizer and activity.

5. Make edible landform models of the state or country.

6. Watch the video and complete the activities to teach various landforms. Make the dioramas as described.

7. Use this plan to teach about the geographic regions of the United states.

8. Use this interactive map and these interactive activities to teach the regions of the Unites States.

4a. Writing Graphic Organizer 4b. Writing Template

Resources/Technology:

Social Studies Resources

Maps/Landforms

Blank Maps

Information about US Regions

Regions of the World

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Social Studies 3rd Grade Social Studies Standard 3.1

3.Economics.3.1 Describe producers and consumers and how goods and services are exchanged.

Essential Questions - 21st Century Skills and Readiness Competencies:

• How does an individual know when an exchange benefits both parties?

• What would happen if the idea of money did not exist?

• Would you rather be a producer, consumer, or a mix of both?

• What happens when a producer cannot make enough to meet consumer demand?

• What would happen if consumers did not want what a producer made?

• What would the world look like if there was no transportation that could move goods more than 50 miles?

Evidence Outcomes:

a. Describe the difference between producers and consumers and explain how they need each other.

b. Describe and give examples of forms of exchange topics to include but not limited to trade and barter.

c. Describe how the exchange of goods and services between businesses and consumers affects all parties.

d. Recognize that different currencies and forms of exchange that exist and list the functions of money to include, but not be limited to, such topics as medium of exchange, store of value, and measure of value.

e. Give examples of how trade benefits individuals and communities and increases interdependency.

Academic Vocabulary:

barter business consumer consumption currency demand exchange goods interdependency market measure medium producer production purchase service trade transportation

Assessment: 1. Grade the consumers and producers assessment. 2. Evaluate the goods/services and consumer/producer assessment. 3. Assess the completed foldables for accuracy. 4. Grade the finished saving and wants worksheet. Have students choose an item for which they must save money and identify the opportunity cost. Assess the accuracy of their answers. 5. Evaluate the goods and services worksheet at the end of activity.

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Social Studies 3rd Grade Social Studies Standard 3.1

value 6. Assess the supply and demand writing component at the end of activity. 7. Use the producers and consumers worksheet as the assessment to this lesson. 8. Assess this lesson using the consumers and producers worksheet. 9. Use this assessment rubric to evaluate student learning. 1. Consumers/Producers Assessment 2. Goods and Services Assessment 4. Savings/Wants Sheet 5. Goods and Services Assessment 6. Supply and Demand 7. Producers and Consumers Worksheet 8. Consumers and Producers Worksheet

Suggested Activities/Strategies:

1. Use this interactive website to teach and/or review consumers/producers and basic economic concepts.

2. Use this interactive site to teach and/or review goods/services and consumers/producers.

3. Watch these videos to teach trade and barter: Video 1. Video 2. Have students fold papers into fourths, then draw and label four examples of trade and barter.

4. Play this interactive game in which students learn when to spend/save.

5. Follow this lesson plan to teach goods and services.

6. Follow this lesson plan to teach supply and demand.

Resources/Technology:

Consumers and Producers Resources

Teaching Spending and Saving

Elementary Economics Lessons

Transporting Goods Game

Teaching Transportation

Integrating Transportation across the Curriculum

Interactive Game on Currencies

Producer Coupon

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Social Studies 3rd Grade Social Studies Standard 3.1

7. Use this lesson plan to teach about producers and consumers.

8. Follow this plan to teach about consumers and producers.

9. Use this geography/economics lesson to teach about goods manufactured in the United States.

5. Goods and Services Lesson 6. Supply and Demand Lesson

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Social Studies 3rd Grade Social Studies Standard 4.1

3.Civics.4.1 Respecting the views and rights of others is a key component of a democratic society.

Essential Questions - 21st Century Skills and Readiness Competencies:

• Why might an individual make a choice to participate in the community?

• What are the essential elements of compromise that enable conflict to be transformed into agreement?

• Why is personal advocacy important in a community with diverse views?

• What would a community be like if individuals from various groups did not respect each other’s rights and views?

Evidence Outcomes:

a. Identify and apply the elements of civil discourse, to include but not be limited to, listening with respect for understanding and speaking in a respectful manner.

b. Identify important economic and personal rights and how they relate to others.

c. Give examples of the relationship between rights and responsibilities.

Academic Vocabulary:

civil discourse compromise democratic society economic right personal advocacy personal right respect responsibility right view

Assessment: 1. Use the evaluation rubric for the Understanding Government activity. 2. Assess this unit using the embedded pre/post tests. 3. Use the assessment suggestions within the lesson plan. 4. Assess using the worksheets included on the website. 5. Evaluate using the ideas included in the lesson plan. 6. Assess the completed activities included in this unit. 7. Use the assessment ideas included in the lesson plan.

2. Citizenship and Government Unit 6. Citizen Me Unit

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Social Studies 3rd Grade Social Studies Standard 4.1

Suggested Activities/Strategies:

1. Use this Understanding Government Activity to understand what the American flag symbolizes and to develop community understanding in a third grade classroom.

2. Teach this comprehensive unit about government and citizenship.

3. Follow this lesson plan in which students learn to give back to their community.

4. Use this interactive site to teach about citizenship.

5. Use this plan to teach about duties as citizens.

6. Follow this Citizen Me unit to teach the rights and responsibilities of citizens. Use the attached PowerPoints.

7. Teach students about character and citizenship education using this plan.

2. Citizenship and Government Unit 6. Citizen Me Unit 6. Citizen Me PowerPoint 1 6. Citizen Me PowerPoint 2

Resources/Technology: Flags of the World

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Social Studies 3rd Grade Social Studies Standard 4.2

3.Civics.4.2 The origins, structure, and functions of local government. Essential Questions - 21st Century Skills and Readiness Competencies:

• How are local governments and citizens interdependent?

• How do individuals get involved in their local government?

• How do local governments and citizens help each other?

• Why do people create governments? • How do people, places, and events help

us understand the ideals of democratic government?

Evidence Outcomes:

a. Identify the origins, structure, and functions of local government.

b. Identify and explain the services local governments provide and how those services are funded.

c. Identify and explain a variety of roles leaders, citizens, and others play in local government.

Academic Vocabulary:

citizen decision-making democratic government democratic process government interdependent leader local government negotiation origin personal advocacy role service structure

Assessment: 1. Complete a 3-2-1 formative assessment. Name 3 services provided by the local government, 2 ways those services can help us personally, and 1 occupation funded by the local government. 2. Use the assessment included at the end of the local government unit. 3. Evaluate students using the many assessments and rubrics included in this unit. 4. Assess students using the tests and rubrics included within this community unit. 5. Evaluate the completed local government guides within this unit. 6. Use the completed activity sheets to assess this unit. 2. Local Government Unit 3. Civics and Government Unit 4. Community Unit 5. Local Government Role Play 6. Rule of Law Unit

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Social Studies 3rd Grade Social Studies Standard 4.2

Suggested Activities/Strategies:

1. Use this interactive web page to teach about government services. Students visit locations in a town supported by local government. A brief explanation tells students how their local government is helping them.

2. Teach this unit about local government and leaders.

3. Use this comprehensive unit to teach civics and government.

4. Follow the plans in this comprehensive, cross-curricular unit to teach third graders about their community.

5. Use this lesson plan to teach about local government using a role-playing parade.

6. Teach students about how the government protects citizens using this unit. Many skits and role playing activities are included.

2. Local Government Unit 3. Civics and Government Unit 4. Community Unit 5. Local Government Role Play 6. Rule of Law Unit

Resources/Technology: Colorado Counties Local Governments Local Elected Officials 3rd Grade Social Studies Resources Third Grade Civics Resources Cultural Resources Ben Franklin's Government for Kids Community Unit Alternative Ideas for Building a Community

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