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
i
Prince George's County Public Schools
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
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Communities, Social Studies, Third Grade, Highly Able Prince George's County Public Schools
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.
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Communities, Social Studies, Third Grade, Highly Able Prince George's County Public Schools
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
29
Essential Vocabulary
30
Unit One: Our Community
40
Essential Vocabulary
41
Unit Two: Where are Communities?
73
Essential Vocabulary
74
Unit Three: Communities at Work
99
Essential Vocabulary
100
Unit Four: People in Communities
129
Essential Vocabulary
130
Unit Five: History of Communities
151
Essential Vocabulary
152
Unit Six: Governments
173
Essential Vocabulary
174
Resources
203
Planning and Observation Guide for Social Studies
204
Geography Project: Map Your Neighborhood
206
Unit One Project: Cimmunity Artifacts Art Box
207
Unit Two Project: Community Environment Concentration Game Project
208
Unit Three Project: Budget Project
210
Unit Four Project: Cultures Celebrations Coffee Can Game Project
214
Unit Five Project: Society Superheroes Project
215
Unit Six Project: Letter Writing Project
216
Math Activities
218
Field Trip and Guest Speaker Suggestions
219
Virtual Field Trips and Web Resources
221
Evaluation Form
225
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Communities, Social Studies, Third Grade, Highly Able Prince George's County Public Schools
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
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Prince George's County Public Schools
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