SOCIAL STUDIES Third Grade - OKALOOSA SCHOOLS

[Pages:28]OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

SOCIAL STUDIES Third Grade

Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer

OKLAOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Social Studies

CONTENTS

Mission Statement....................................................................................................................................... 3 Suggestions for Implementing Curriculum Guides .................................................................................. 3 Florida Department of Education Essential Website....................................................................... 3 OCSD Curriculum and Pacing Guide Overview ...................................................................................... 4 Quarterly Benchmarks ................................................................................................................................ 5 Year-long ...................................................................................................................................................... 6 Reading Standards for Informational Text K?5 ....................................................................................... 7 Grade-level Curriculum Guide ................................................................................................................... 8

Quarter 1 ? Geography .......................................................................................................8 Quarter 2 ? Celebrating Culture .......................................................................................12 Quarter 3 ? Economics......................................................................................................14 Quarter 4 ? Government ...................................................................................................16 Reading Rainbow Selections Elementary Social Studies .............................................................. 18 Topic Requireme nts b y Statute ............................................................................................................... 19 Social Studies K-5 Websites and Resources......................................................................................... 20 Additional Resources That Encomp ass All Units .................................................................................. 21 Additional Literature by Theme................................................................................................................ 21

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OKLAOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Social Studies

Mission Statement

Okaloosa County teachers are committed to the teaching of social studies in accordance with the highest state and national standards. We endorse the position of the Florida Council for the Social Studies, which states "Florida's public schools have the responsibility for creating an in formed and active citizenry. This goal requires our students to receive a firm foundation in each of the four major areas represented in the Sunshine State Standards for social studies -history, government/civics, economics, and geography." We further recognize that our students must learn about our nation's heritage a nd possess essential economic, civic, geographic, and historical knowledge to equip them for their future responsibilities as citizens of Florida and the Un ited States of America.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade level. Provide learning-rich classroom activities that teach the benchmarks in depth. Enhance the curriculum by using resources and instructional technology. Differentiate instruction by varying methods of instruction and assessment. Regularly administer assessments to include higher-level questions and performance tasks.

In addition, teachers should: Collaborate with other grade-level teachers to maximize school resources and teacher expertise. Consult with other grade-levels to define absolute skill goals for each grade level. Document questions and suggestions for improvement of the curriculum guide. Integrate Social Studies with the Reading curriculum. Consider applying for a grant to support project-based learning for their school.

Teachers may substitute a reading selection of their choice in lieu of one listed in the quarterly description if the selection aligns to the same set of benchmarks.

Florida Department of Education Essential Website



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Curriculum Guide for Social Studies

OCSD Curriculum and Pacing Guide Overview

This document provides a Social Studies curriculum and pacing guide. It is designed to help teachers efficiently pace the delivery of

quality instruction for each nine-week period.

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Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Social Studies Curriculum Guide specifies the social studies content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input informati on specific to their students or school needs.

Top Block ? Strand, Standard, Essential Questions, Vocabulary, Primary Literature, Activities Related to Primary Literature

Column One ? Benchmark Lists the specific Benchmark by number and states the Benchmark.

Column Two ? Text Alignment, Additional Resources/Activities Cites the School Education Group (McGraw-Hill) textbook chapters or pages that correlate to the Benchmark. Suggests instructional activities and materials to supplement the text and primary literature.

Column Three ? Supplemental Literature Lists additional literature to extend learning.

Column Four ? Open: Specific to teacher, grade, subject, school Serves as a placeholder for teachers to add information that is specific to their school's or students' needs.

Of note: Benchmarks drive instructional decisions; the text is a resource. Results of assessment are used to adjust and revise instruction.

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Curriculum Guide for Social Studies

Quarterly Benchmarks

Quarter 1

Quarter 2

Geography of North America and the Caribbean ? Unit 1 SS.3.G.1.1 Use thematic maps, tables, charts, graphs, and photos to analyze

geographic information. SS.3.G.1.2 Review basic map elements (coordinate, grid, cardinal and intermediate

directions, title, compass rose, scale, key/legend with symbols). SS.3.G.1.3 Label the continents and oceans on a world map. SS.3.G.1.4 Name and identify the purpose of maps (physical, political, evaluation,

population). SS.3.G.1.5 Compare maps and globes to develop an understanding of the concept of

distortion. SS.3.G.1.6 Use maps to identify different types of scale to measure distances between

two places. SS.3.G.2.1 Label the countries and commonwealth In North America (United States,

Canada, Mexico, the Caribbean). SS.3.G.2.2 Identify the five regions of the United States. SS.3.G.2.3 Label the states in each of the five regions of the United States. SS.3.G.2.4 Describe the physical features of the United States, Canada, Mexico, and

the Caribbean. SS.3.G.2.5 Identify natural and man-made landmarks in the United States, Canada,

Mexico, and the Caribbean. SS.3.G.2.6 Investigate how people perceive places and regions differently by

conducting interviews, mental mapping, and studying news, poems, legends, songs about a region or area. SS.3.G.3.1 Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.2 Describe the natural resources In the United States, Canada, Mexico, and the Caribbean. These standards will take 10 to 12 weeks to cover and will continue into the

second quarter.

Continue standards from the first quarter for one to three additional weeks then transition into the following standards.

Culture of North America and the Caribbean ? Unit 2 SS.3.G.2.6 Investigate how people perceive places and regions differently by

conducting interviews, mental mapping, and studying news, poems, legends, songs about a region or area. SS.3.G.4.1 Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.2 Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.3 Compare the cultural characteristics of diverse populations in the United States, Mexico, Canada, and the Caribbean. SS.3.G.4.4 Identify contributions from various ethnic groups in the United States.

Topic Requirements by Statue Conservation of natural resources

Suggested Reading Selections Beneath the Stone: A Mexican ZapotecTale Mexico, A True Book

Topic Requirements by Statue Sept 17 ? Constitution Day Sept. 26-30 ? Freedom Week Patriotism and sacrifices of veterans Elements of federalism/fed/state/local

Suggested Reading Selections Me on the Map Martha of California

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Curriculum Guide for Social Studies

Quarter 3

Quarter 4

Economics ? Unit 3 SS.3.E.1.1 Give examples of how scarcity results in trade. SS.3.E.1.2 List the characteristics of money. SS.3.E.1.3 Recognize that buyers and sellers interact; To exchange goods and

services through the use of trade or money. SS.3.E.1.4 Distinguish between currencies used in the United States, Canada, Mexico,

and Caribbean.

Topic Requirements by Statue: African American contributions Contributions of women Contributions of Hispanics

It is e xpected that Unit 4 can and should begin in this quarter due to instructional interruptions in quarter four.

Suggested Reading Selections Beatrice's Goat

Government and Civics ? Unit 4 SS.3.C.1.1 Explain the purpose and need for government. SS.3.C.1.2 Describe how government gains its power from the people.* SS.3.C.1.3 Explain how government was established through a written Constitution. SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate civility,

cooperation, volunteerism, and other civic virtues.* SS.3.C.3.1 Identify the levels of government (Local, state, federal). SS.3.C.3.2 Describe how government is organized at the local level. SS.3.C.3.3 Recognize that every state has a state constitution. SS.3.C.3.4 Recognize that the Constitution Of the United States is the supreme law of

the land.

Topic Requirements by Statue: Health Education

In an election year, you may move government lessons found in Unit 4 to Quarter 1. This adjustment may affect the sequence of the rest of the units. For example, Unit 4 will be covered in Quarter 1, Unit 1 will be covered in Quarter 2, etc.

Suggested Reading Selections Woodrow for President

* Indicates a civics benchmark

Year-long

SS.3.A.1.1 Analyze primary and secondary sources. SS.3.A.1.2 Utilize technology resources to gather information from primary and secondary sources. SS.3.A.1.3 Define terms related to the social sciences.

Common Core Standards See page 7

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Curriculum Guide for Social Studies

Reading Standards for Informational Text K?5

Grade 3 Students

Key Ideas and Details

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Determine the main idea of text; recount the key details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, specific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/eff ect.

Craft and Structure

4. Determine the meaning of general academic and domain/specific words and phrases in a text relevant to a grade three topic or subject area.

5. Use text features and search tools (e.g., key words, side bars, hyperlinks) to locate information relevant to a given topic efficiently.

6. Distinguish their own point of view from that of an author of a text.

Integration of Knowledge and Ideas

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur).

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Range of Reading and Level of Text Complexity

10. By the end of the year, read and comprehend informational text, including history/socia l studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

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Curriculum Guide for Social Studies

Grade-level Curriculum Guide

Quarter 1 ? Geography

STRAND: Geography

STANDARD: The World in Spatial Terms

Essential Questions: Where do you live in relationship to the world? Why is it important to know about where we live? What defines a region? How a re places unique and different?

M ap and Globe Skills: Students will be able to locate, read, create, and analyze the information attained from a map or globe.

Primary Literature: Me on the Map In this playful introduction to maps and geography, step by simple step, a young girl shows readers herself on a map of her r oom, her room on the map of her house, her house on the map of her street ? all the way to her country on a map of the world. Once the reader is familiar with the maps, she demonstrates how readers can find their own country, state and town ? all the way back to their room ? on each colorful map. Back-up selection: Treasure Map

Vocabulary: location, map, globe, hemisphere, geography, cardinal directions, intermediate directions, border, map key, distance scale compass rose, symbols

Activities correlating to Me on the Map: Make a compass rose. Students will label classroom with cardinal directions. Students will make a map of their room, home, classroom, school, neighborhood, city, etc. Students will make a treasure map which includes a compass rose, distance scale and a key. Hurricane Tracking map Students create a topographic map by layering clay on a sturdy surface such as thin plywood. Using white butcher paper, trace map murals, paint and label.

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