Social Studies Third Grade Communities - Weebly
CURRICULUM FRAMEWORK
PROGRESS GUIDE
Based on the Maryland State Curriculum
Social Studies
Third Grade
Communities
Prince George¡¯s County Public Schools
Copyright, July 30, 2011
Board of Education of Prince George¡¯s County, Maryland
PGIN 7690-1312
Communities, Social Studies, Third Grade
Prince George¡¯s County Public Schools
i
BOARD OF EDUCATION
OF
PRINCE GEORGE¡¯S COUNTY, MARYLAND
Verjeana M. Jacobs, Esq., Chair
Donna Hathaway Beck, Vice Chair
Henry P. Armwood
Carolyn M. Boston
Edward Burroughs III
Patricia Eubanks
Peggy Higgins
Rosalind A. Johnson
Linda Thornton Thomas
Amber P. Waller
Faith Jackson, Student Board Member
William R. Hite, Jr., Ed.D., Superintendent of Schools
Bonita Coleman-Potter, Ph.D., Deputy Superintendent
A. Duane Arbogast, Ed.D., Chief Academic Officer
Gladys Whitehead, Ph.D., Director, Curriculum and Instruction
Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs
Sandra Rose, Social Studies Specialist K-12
Communities, Social Studies, Third Grade, Highly Able
Prince George¡¯s County Public Schools
ii
ACKNOWLEDGEMENTS
Prince George¡¯s County Public Schools wishes to thank the following professionals who
worked on the Third Grade Curriculum Framework Progress Guide for Social Studies under the
direction of the Social Studies Office:
Betsy Bratek
Christina Doepel
Jennifer Palmer
Sandra Rose
Stacey Brown
We would also like to thank the entire K-5 Curriculum Focus Group.
Communities, Social Studies, Third Grade, Highly Able
Prince George¡¯s County Public Schools
iii
Communities
Table of Contents
Introduction
1
Pacing Guide
3
Identified Inclusions for Social Studies
5
Maryland State Curriculum for Social Studies
11
MSC Reading/Language Arts Standards and Indicators Addressed in Social Studies
18
Reading Strategies and Skills Planning
20
Materials List
28
Geography Introduction
Essential Vocabulary
Unit One: Our Community
Essential Vocabulary
Unit Two: Where are Communities?
Essential Vocabulary
Unit Three: Communities at Work
Essential Vocabulary
Unit Four: People in Communities
Essential Vocabulary
Unit Five: History of Communities
Essential Vocabulary
Unit Six: Governments
Essential Vocabulary
29
30
40
41
73
74
99
100
129
130
151
152
173
174
Resources
Planning and Observation Guide for Social Studies
Geography Project: Map Your Neighborhood
Unit One Project: Cimmunity Artifacts Art Box
Unit Two Project: Community Environment Concentration Game Project
Unit Three Project: Budget Project
Unit Four Project: Cultures Celebrations Coffee Can Game Project
Unit Five Project: Society Superheroes Project
Unit Six Project: Letter Writing Project
Math Activities
Field Trip and Guest Speaker Suggestions
Virtual Field Trips and Web Resources
Evaluation Form
203
204
206
207
208
210
214
215
216
218
219
221
225
Communities, Social Studies, Third Grade, Highly Able
Prince George¡¯s County Public Schools
iv
Communities, Third Grade
Introduction
This Social Studies Curriculum Framework Progress Guide is aligned with the Social Studies Voluntary State
Curriculum (MSC) prepared by the Maryland State Department of Education (MSDE). An explanation of the Maryland
State Curriculum and the five Social Studies standards is as follows:
The Maryland State Curriculum
The Maryland MSC defines what students should know and be able to do at each grade level, Pre-Kindergarten
through Grade Eight, in all four content areas. The MSC is the document that aligns the Maryland Content Standards
and the Maryland Assessment Program. Prince George¡¯s County¡¯s Social Studies curriculum documents are formatted
so that each begins with content standards or broad, measurable statements about what students should know and be
able to do. Indicator statements provide the next level of specificity and begin to narrow the focus for teachers. Finally,
the objectives provide teachers with very clear information about what specific content should be taught.
The Six Social Studies Standards
1.0 Political Science: Students will understand the historical development and current status of the fundamental
concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and
attitudes necessary to become responsible citizens.
2.0 People of the World and Nations: Students will understand the diversity and commonality, human
interdependence, and global cooperation of the people of Maryland, the United States and the World through both a
multicultural and historic perspective.
3.0 Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and
the environment in the location and distribution of human activities and spatial connections throughout time.
4.0 Economics: Students will develop economic reasoning to understand the historical development and current status
of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers
participating in local communities, the nation, and the world.
5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze
how individuals and societies have changed over time in Maryland, the United States and around the world.
6.0 Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to
gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking,
economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary
sources.
Communities, Social Studies, Third Grade, Highly Able
Prince George¡¯s County Public Schools
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