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

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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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