Social Studies Curriculum Guide GSE THIRD GRADE *BOLD text indicates Prioritized Standard 1
Grade/Course: Grade Three Our Democratic Heritage Standards: H1a-c; G1a-b; G2; G3a; E3a 4 weeks Standards: H2a-c; G2; G3b 3 weeks Standards: H3a, b, c; G3c; E3a-b 3 weeks Standards: CG1a, b, c; CG2 a-b; 3 weeks Unit One: Early American Cultures Unit Two: European Exploration in North America Unit Three: Colonial America Unit Four: Roots of Our Democracy Themes and Concepts/Topics: Themes and Concepts/Topics: Themes and Concepts/Topics: Themes and Concepts/Topics: Place and Location Settlement Regions Artic, Northwest, Southwest, Plains, Northeast, and Southeast Physical features Mississippi River, Ohio River, Rio Grande, Colorado, Hudson, St. Lawrence River Native American cultures Inuit(Artic) Kwakiutl (Northwest) Hopi(Southwest) Pawnee(Plains) Seminole (Seminole) Interaction Native Americans with the environment Benefits and Costs voluntary exchange Movement European exploration Interaction early explorers with the environment Cooperation and Conflict Europeans with indigenous peoples Benefits and Costs reasons for European exploration Key People John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier Place and Location New England colonies Mid-Atlantic colonies Southern colonies Interaction colonists with the environment Benefits and Costs specialization price incentives voluntary exchange Key People large landowners farmers artisans women indentured servants slaves Native Americans Governance direct democracy representative democracy republic separation of powers branches of government Geographic Setting latitude and longitude Everyday Life architecture 4
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Grade 3 Unit 1: Early American Indians Elaborated Unit Focus: The focus of this unit is American Indian cultures located in North America and the cultures relationships to the environment. GSE Standards: History SS3H1 Describe early American Indian cultures and their development in North America. a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). Geography SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United States of America: Appalachian, Rocky. SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe. SS3G3 Describe how physical systems affect human systems. a. Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not. Economics SS3E1 Define and give examples of the four types of productive resources. a. Natural (land) 5
Grade Three Unit 1 Enduring Understandings and Unit Essential Questions Physical and man-made features define a place. How are North America s physical features (Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence, Appalachian Mountains, and Rocky Mountains.) unique? (SS3G1a,b) Geography influences the way societies develop. How did the environments of the regions of North America impact the choices American Indians (Arctic Inuit, Northwest - Kwakiutl, Plateau - Nez Perce, Southwest Hopi, Plains Pawnee, and Southeastern Seminole) made concerning food, clothing, and shelter? (SS3G3a; SS3H1a-c; SS3E3a) The movement of people, ideas, and goods has a profound influence on a society. How did trade and specialization among American Indian groups influence their development? (SS3E1a) 6
Grade Three Unit 2: European Exploration in North America Elaborated Unit Focus: The focus of this unit is the European exploration of North America and how European interaction with Native Americans altered both cultures. GSE Standards: History SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. Geography SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe. SS3G3 Describe how physical systems affect human systems. b. Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled. 7
Unit 2 Enduring Understandings and Unit Essential Questions The movement of people, ideas, and goods has a profound influence on a society. Why did Europeans begin exploring other lands? (SS3H2a) How were obstacles overcome in order to explore and establish colonies? (SS3H2a; SS3G2) How did European exploration and colonization affect both the native peoples and the Europeans? (SS3H2c) Physical and cultural features and climate affect the development of a region. How did European explorers and colonists adapt to the environments they encountered in the New World? (SS3G2; SS3H2a,b,c) Individuals develop and change societies. How did John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier help further the goals of the countries for which they sailed? (SS3H2b) How did these explorers exhibit courage, patriotism, honesty, and trustworthiness? (SS3H2b) 8
Grade Three Unit 3: Colonial America Elaborated Unit Focus: The focus of this unit is the settlement of the thirteen British colonies in North America and how they were similar and different regarding geographic setting, and social, political and economic traits. GSE Standards: History SS3H3 Explain the factors that shaped British Colonial America. a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit). b. Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion). c. Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians. Geography SS3G3 Describe how physical systems affect human systems. c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities. Economics SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange. a. Describe the interdependence of consumers and producers. b. Describe how goods and services are allocated by price in the marketplace. 9
Unit 3 Enduring Understandings and Unit Essential Questions Geography influences the way societies develop. How did the physical geography of New England, the Mid-Atlantic, and Southern colonies influence and shape the way colonists lived and worked? (SS3H3a,b,c; SS3G3c; SS3E3a,b) How did the location of each colony help determine economic activities in the colony? (SS3G3c; SS3H3b,c; SS3E3a,b) Individuals develop and change societies. How did large landowners, farmers, artisans, women, indentured servants, slaves, and American Indians play a role in the development of the colonies? (SSH3c; SS3Ea,b) How did colonial leaders exhibit courage, patriotism, honesty and trustworthiness? (SS3H3c) 5
Grade 3 Unit4: Our Democracy Elaborated Unit Focus: This unit will focus on understanding the elements of our representative democracy/republic and being a good citizen. Students examine the branches of government and benefits of shared democratic beliefs. GSE Standards: Civics and Government SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States). b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair). SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials). 6
Grade Three Unit 4 Enduring Understandings and Unit Essential Questions The three branches of government work together to guide our country How would our country be different without government? (SS3CG1a, b, c) Being a good citizen involves many responsibilities Why is it important to be a good citizen? (SSCG2a,b) 7
Grade 3 Unit 5: Our Economy Elaborated Unit Focus: The focus of this unit is how individuals, businesses, and governments make decisions about allocating limited productive resources and engaging in trade to provide goods and services that people want. GSE Standards: Economics SS3E1 Define and give examples of the four types of productive resources. a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (risk-taking and combining natural, human, and capital resources in an attempt to make a profit) SS3E2 Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes. SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange. a. Describe the interdependence of consumers and producers. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some goods are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money. SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice. 8
Grade Three Unit 5 Enduring Understandings and Unit Essential Questions People must choose how to use limited resources. Why must people make decisions about the use of productive resources? (SS3E1a, b, c, d; SS3E4) In a market economy, governments collect taxes for a variety of reasons. Why do governments provide goods and services to citizens? (SS3E2) Consumers and producers are interdependent because of specialization, and both benefit from voluntary exchange. How are consumers and producers interdependent? (SS3E3a, b) Decisions about personal spending and saving have both costs and benefits. How do decisions about spending money have both costs and benefits? (SS3E4) How do decisions about saving money have both costs and benefits? (SS3E4) 9
Grade Three Summary of Enduring Understandings Unit 1: Early American Indian Physical and man-made features define a place. Geography influences the way societies develop. The movement of people, ideas, and goods has a profound influence on a society. Unit 2: European Exploration in North America The movement of people, ideas, and goods has a profound influence on a society. Physical and cultural features and climate affect the development of a region. Individuals develop and change societies. Unit 3: Colonial America Geography influences the way societies develop. Individuals develop and change societies. Unit 4: Our Democracy The three branches of government work together to guide our country Being a good citizen involves many responsibilities Unit 5: Our Economy People must choose how to use limited resources. In a market economy, governments collect taxes for a variety of reasons. Consumers and producers are interdependent because of specialization, and both benefit from voluntary exchange. Decisions about personal spending and saving have both costs and benefits. 10
Social Studies Skills Matrices MAP AND GLOBE SKILLS GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills Map and Globe Skills K 1 2 3 4 5 6 7 8 9-12 1. use cardinal directions I M A A A A A A A A 2. use intermediate directions I M A A A A A A A 3. use a letter/number grid system to determine location I M A A A A A A 4. compare and contrast the categories of natural, cultural, and political features found on maps 5. use inch to inch map scale to determine distance on map 6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps 7. use a map to explain impact of geography on historical and current events 8. draw conclusions and make generalizations based on information from maps I M A A A A A A I M A A A A A A I D M A A A A A I D M A A A A A I M A A A A A 9. use latitude and longitude to determine location I D D D M A A 10. use graphic scales to determine distances on a map I M A A A A 11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities 12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations I M A A A A I M A A A A 11
INFORMATION PROCESSING SKILLS GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills 12