Milford Public Schools Curriculum
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1 Milford Public Schools Curriculum Department: Social Studies Grade 3 Course Name: Communities Course Description In third grade, students will engage in a yearlong study of communities and specifically Milford. They will analyze the impact of geography, economics, and government structures to study the history and contemporary society of communities including Milford. The study of Milford requires that students generate and research compelling questions across the four core disciplines. Such questions include: How has Milford contributed to Connecticut s story, past and present? In what ways has our town of Milford changed and/or stayed the same over time? Why is our town the way it is? Is there a Milford identity? What was the significance of Milford s contribution to America s story? The curriculum helps students understand the significance of communities in their lives and in the lives of all people around the world. They will develop an awareness of themselves, their responsibilities, and the need to respect the rights of all its citizens. The study instills an appreciation of how workers in a community provide for the basic needs of its people, by supplying goods and services. Further, it provides an opportunity for them to learn about the history of their own community of Milford. UNIT 1 Unit Title: Mapping a Community Community Places A. Places in a Community B. Classifying Places C. Defining Community (Note: Additional resource - Houghton Mifflin Social Studies Communities - Chapter 1 - Lesson 1 - What is a Community? (pg 6-9) What is a community? Our Needs as a Community Explore the difference between wants and needs and how a lack of resources affects everyone. Analyze basic functions of earning/spending and the role of money while broadening their perspective of the world. Revised 1/13/2016 Page 1 of 5
2 CT Core Standards: CCSS.ELA-Literacy.RI.2.1, CCSS.ELA-Literacy.W.2.7, CCSS.ELA- Literacy.SL.2.1 UNIT 2 Unit Title: Types of Communities A. Urban and Rural Communities (Note: Additional resource - Houghton Mifflin Social Studies Communities - Chapter 1 - Lesson 2 - Kinds of Communities (pg 17-19) B. Comparing Communities C. Our Community What are the types of communities? The Indigenous Peoples of Connecticut What are the histories of the towns, landmarks, and geographical features that are named after indigenous peoples in Connecticut? How have indigenous peoples affected the history and culture of Connecticut? How were indigenous peoples in Connecticut similar to indigenous peoples in surrounding regions? How were they similar? CT Core Standards: CCSS.ELA-Literacy.RI.2.1, CCSS.ELA-Literacy.W.2.7, CCSS.ELA- Literacy.SL.2.1 UNIT 3 Unit Title: Map Views A. Comparing Views Revised 1/13/2016 Page 2 of 5
3 B. A Map of a Community Map Reading Skills Identify ways that a study of geography is important in the study of any country or region. Analyze how the study of various regions of a country helps an overall understanding of that country. Examine and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, symbols, grid, principal parallels, meridians) and purposes (road, reference, thematic). UNIT 4 Unit Title: Map Keys and Symbols Map Keys (Note: Additional resource - Houghton Mifflin Social Studies Communities - Chapter 1 - Review Map Skills (pg 14-15) Symbols of Natural Features Natural Resources and Symbols Identify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and/or human features, to determine the shortest route from one town to another town, to compare the number of people living at two or more locations). Northeast Region Examine why was proximity to water was so important for settlement in the region. Analyze the impact of rivers and waterways on colonial and post-colonial trade. Revised 1/13/2016 Page 3 of 5
4 UNIT 5 Unit Title: Map Keys and Symbols Map Keys (Note: Additional resource - Houghton Mifflin Social Studies Communities - Chapter 1 - Review Map Skills (pg 14-15) Symbols of Natural Features Natural Resources and Symbols Evaluate why people have moved to and from the Northeast from colonial times to present day. UNIT 6 Unit Title: Mapping the United States Cardinal Directions A. North and South B. East and West C. Cardinal Directions in the Classroom Mid-Atlantic Region Identify geographic features that caused peoples to migrate to this section of the U.S. Revised 1/13/2016 Page 4 of 5
5 Explore reasons for and results of development of large cities in the region. Examine how the development of canals and waterways affected the economic growth of this region. Southeast Region Analyze how geography and climate has affected the development of economic and social institutions of this region. Examine historical examples where geography and climate have had a severe impact on the region. Explore how the essential characteristics of the region changed in the post-wwii era. Revised 1/13/2016 Page 5 of 5
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