Standard 1:
GRADE 3
SOCIAL STUDIES CURRICULUM GUIDE
TABLE OF CONTENTS
|UNIT |PAGE |
|STANDARDS REFERENCE | |
| | |
|History |3 |
| | |
|Civics and Government |12 |
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|Geography |19 |
| | |
|Economics |26 |
| | |
|Individuals, Society, and Culture |35 |
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|UNIT REFERENCE | |
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|Unit 1 History |41 |
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|Unit 2 Civics and Government |43 |
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|Unit 3 Geography |46 |
| | |
|Unit 4 Economics |49 |
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|Unit 5 Individuals, Society, and Culture |52 |
SOCIAL STUDIES
(Grade Three - The Local Community and Communities Around the World)
0470-03
In Grade Three, students will study continuity and change in their local community and in communities in other states of the United States and in other regions of the world. Students will describe how people have shaped their communities over time and make simple comparisons of their community with communities in other times and places. Students will explain the roles of citizens and functions of government in the community, state, and nation. They will identify the major physical and cultural features of their own community, explain how climate affects the way people live, and how people adapt to their environment. Students will explain how people make choices about using goods, services, and productive resources and engage in trade. Students will explore local connections with communities in other places and how people from various cultures have contributed to the development of the community. Students will explain how communities are made up of individuals and groups of people. They will use community resources, such as museums, libraries, historic buildings, and other landmarks to gather information about the community. They will ask questions and use a variety of information resources, such as historical stories, reference books, magazines, databases, and web sites to seek answers.
Grade 3
The Standards and Power Indicators
Power Indicators are Highlighted in Bold
|Standard 1 – History |
|Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and places; and |
|use a variety of resources to gather information about the past. |
|3.1.1 |Describe American Indian groups who lived in the region when European settlers arrived. |
|3.1.2 |Explain why and how the local community was established and identify founders and early settlers. |
|3.1.3 |Describe the role of specific communities in the development of the region. |
| |Example: Explain the role of river towns, such as Madison or Clarksville, or urban centers, such as Indianapolis, in the development of regions of Indiana. |
|3.1.4 |Give examples of people, events, and developments that brought important changes to the local community or region. |
| |Example: Developments in transportation, such as the building of canals, roads, and railroads connected communities and caused changes in population or industry. |
|3.1.5 |Develop simple timelines of events in the local communities. |
| |Example: Use a school newsletter or local newspaper to make a timeline of current events. |
|3.1.6 |Read fiction and nonfiction stories to identify the qualities of leaders, such as community leaders, soldiers, presidents, teachers, and inventors. |
|3.1.7 |Use a variety of community resources — such as libraries, museums, and county historians — to gather information about the local community. |
|Standard 2 – Civics and Government |
|Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of resources |
|to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. |
|3.2.1 |Explain that people are citizens* of their community, state, and nation and explain the importance of good citizenship*. |
|3.2.2 |Identify fundamental democratic principles and ideals in American songs, stories, and symbols. |
| |Example: Songs and stories may emphasize freedom and equality. Symbols, such as the flag, emphasize unity and other ideals. |
|3.2.3 |Discuss the reasons why governments are needed and identify specific services that governments provide. |
| |Example: Democratic governments protect individual rights and provide services, such as law enforcement. |
|3.2.4 |Explain the consequences of violating laws and identify the duties of and selection process for local officials who make, apply, and enforce laws through government. |
|3.2.5 |Explain that the world is divided into different countries with their own governments and identify neighboring countries, such as Canada and Mexico. |
|3.2.6 |Discuss and explain the meaning of the Pledge of Allegiance*. Explain other ways citizens can affirm their citizenship. |
| |Example: Students should know that the flag is a symbol of our unity as a nation and that the Pledge of Allegiance is a promise to be loyal to our republic*. Other ways that citizens affirm |
| |their citizenship include voting and jury duty. |
|3.2.7 |Use a variety of information resources* to gather information about community leaders and civic issues. |
| |Example: Identify leaders and issues from school newsletters, newspaper headlines, photographs, editorial cartoons, television, and other information resources. |
|Standard 3 – Geography |
|Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand Earth/sun relationships, identify the distinctive physical and cultural features of |
|their community, and explain the geographic relationships of their own community with the state, nation, and world. |
|3.3.1 |Distinguish between physical and political features on maps and globes and label a map of North America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges. |
| |Locate the United States, Indiana, and the local community. |
|3.3.2 |Identify the continents and oceans, the equator, the Northern and Southern hemispheres, and the Eastern and Western hemispheres. |
|3.3.3 |Explain that regions are areas that have similar physical and cultural characteristics* and locate the local community in a specific region. |
| |Example: States touching the Great Lakes are part of the Great Lakes Region. The same states are also considered part of the “Lower Midwest” because of their location relative to other states.|
|3.3.4 |Explain basic Earth/sun relationships*, including how they influence climate, and identify major climate regions* of the United States. |
|3.3.5 |Explain how climate affects the vegetation and animal life of a region and describe the physical characteristics that relate to form an ecosystem*. |
|3.3.6 |Construct maps and graphs that show aspects of human/environment interaction in the local community. |
| |Example: Patterns of rural, urban, and suburban development. |
|3.3.7 |Use a variety of information resources* to identify local environmental issues and examine the ways that people have tried to solve these problems. |
| |Example: Research how the community gets its water today compared with how early settlers got their water. |
|Standard 4 – Economics |
|Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a variety |
|of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. |
|3.4.1 |Give examples from the local community that illustrate the scarcity* of productive resources*. |
| |Explain how this scarcity requires people to make choices and incur opportunity costs*. |
|3.4.2 |Give examples of goods* and services* provided by local government. |
|3.4.3 |Give examples of trade* in the local community and explain how trade benefits both parties. |
|3.4.4 |Define interdependence* and give examples of how people in the local community depend on each other for goods and services. |
|3.4.5 |List the characteristics of money* and explain how money* makes trade easier. |
|3.4.6 |Identify different ways people save their income and explain advantages and disadvantages of each. |
| |Example: Home “piggy bank,” savings accounts, stock market, etc. |
|3.4.7 |Explain that buyers and sellers interact to determine the prices of goods and services in markets. |
|3.4.8 |Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers. |
|3.4.9 |Gather data about a proposed economic change in the community using a variety of information resources*. |
| |Example: Invite a community leader to discuss the decision to build a bigger library or baseball park in the community. |
|Standard 5 – Individuals, Society, and Culture |
|Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various cultures |
|to the development of the community, and use a variety of resources to collect information about the culture of the community. |
|3.5.1 |Give examples of how the local community is made up of many individuals, as well as many different groups. |
| |Example: Communities are made up of families, as well as businesses and industry, religious and civic groups, and governing bodies. |
|3.5.2 |Identify connections that the local community has with other communities, including cultural exchanges of several types, and ways that technology links communities in other places. |
| |Example: Some nearby communities share cultural institutions, such as schools or museums. Other communities may have “sister cities” in other parts of the world. The technology of |
| |transportation and communication makes these exchanges easier. |
|3.5.3 |Examine the contributions of individual artists (painters, sculptors, writers, musicians, and traditional artists) in enriching the culture of the community. |
|3.5.4 |Identify factors that make the local community unique, including how the community is enriched through foods, crafts, customs, languages, music, visual arts, architecture, dance, and drama |
| |representing various cultures. |
|3.5.5 |Use community resources — such as museums, libraries, historic buildings, and other landmarks — to gather cultural information about the community. |
Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006
Social Studies
Essential Vocabulary Terms
Grade 3
|Term |Description |Related Indicator |
|Citizen |a member of a community, state, or nation |3.2.1 |
|Citizenship |the act of practicing one’s rights and responsibilities as a member of a community, state, or nation |3.2.1 |
|Characteristics of Money |scarce (not easily found or duplicated), durable, easy to carry, and easy to divide |3.4.5 |
|Cultural Characteristics |human features, such as population characteristics, communication and transportation networks, religion and customs, and how people |3.3.3 |
| |make a living or build homes and other structures | |
|Earth/Sun Relationships |the rotation and tilt of Earth on its axis and the revolution of Earth around the sun influence climate variation on Earth; Indiana |3.3.4 |
| |has major seasonal differences in climate relating to changes in the position of the sun and the amount of sunlight received | |
|Ecosystem |a group of organisms in an area that interact with one another, together with their nonliving environment |3.35 |
|Goods |tangible objects, such as food or toys, that can satisfy people’s wants |3.4.2 |
|Information Resources |print media, such as books, magazines, and newspapers; electronic media, such as radio, television, Web sites, and databases; and |3.2.7 |
| |community resources, such as individuals and organizations |3.3.7 |
| | |3.4.9 |
|Interdependence |reliance on each other to produce goods and services |3.4.4 |
|Money |objects widely accepted in exchange for goods and services |3.4.5 |
|Opportunity Cost |in making a choice, opportunity cost is the next best alternative you do not choose |3.4.1 |
|Pledge of Allegiance | “I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, |3.2.6 |
| |indivisible, with liberty and justice for all.” (Francis Bellamy, 1892) | |
|Productive Resources |human resources, natural resources, and capital resources |3.4.1 |
|Regions |areas that have common characteristics. Some regions have finite or absolute boundaries, such as political units like a country, |3.3.4 |
| |state, or school district. Some regions have blurred boundaries, such as crop or climate regions or a region based on primary | |
| |language. Regions also can be entirely perceptual. An example is the “Midwest,” where boundaries vary widely according to people’s | |
| |perception. | |
|Republic |a government ruled by representatives chosen by the people |3.2.6 |
|Scarcity |the idea that resources are limited in relation to people’s wants |3.4.1 |
|Services |actions that someone does for someone else, such as dental care or trash removal |3.4.2 |
|Trade |the voluntary exchange of goods or services |3.4.3 |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their won community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Historical Knowledge |
|3.1.1 Describe American-Indian groups who lived in the |People: |Instruction: |ECS Media online subject geography and history |
|region when European settlers arrived. |Miami tribe |KWLQ | |
| |Potawatomi |Video Analysis |*Chapter 6, Lesson 2, pp. 178-181 |
| |Pierre Moran |Sequencing | |
| |Kickapoo |Compare/contrast |*Chapter 7, Lesson 1, pp. 208-211 |
| | |Direct instruction | |
| | |Reading—group/ individualized |Websites: |
| | |Access to electronic databases | |
| | | | |
| | |Assessment: | |
| | |Cooperative learning | |
| | |Role play | |
| | |Dramatizations | |
| | |Note taking | |
| | |Pencil and paper test | |
| | |Discussions | |
| | |Timeline | |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.2 Explain why and how the local community was |People: |Instruction: |Darlene Adkins – biographies |
|established, and identify founders and early settlers. |Robert Cavalier LaSalle |Map skills | |
| |Havilah Beardsley |KWLQ |ECS – VHS #310 – “100th Anniversary of the Naming|
| |Rachel Calhoun Beardsley |Sequencing |of Christiana Creek” |
| |Father St. Joseph |Reading–group/ | |
| |Rev. Isaac McCoy |individualized |Indiana’s Academic Standards, Resource 3, |
| |Christiana McCoy |Portfolio development |February 2003, “Our Town’s History,” pp. 35-39 |
| |Jesse Rush |Video analysis |Videos |
| |Joseph Noffsinger | | |
| |George Crawford |Assessment: |ECS - Coming in March 2003 |
| |Lew Davis |Cooperative learning |"Open Studio" - 3 vol. |
| |Edward Bonney |Timelines |by WNIT |
| | |Portfolio assessment | |
| |Location: | |ECS - Coming in Fall 2003 |
| |Rivers | |America's Castles – Maverick's of Medicine |
| |Transportation | | |
| |Mills | |Books |
| |Little Elkhart River | | |
| | | |ECS – Coming in Fall 2003 |
| | | |The Beardsleys of Elkhart, IN - adapted for 3rd |
| | | |grade by Ruthmere |
| | | | |
| | | |*Chapter 1 |
| | | |Lesson 1, pp. 10-15 |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.3 Describe the role of specific communities in the |Explain the role of river towns, such as Madison or |Instruction: |Cora Breckinridge, Black Expo |
|development of the region. |Clarksville, or urban centers, such as Indianapolis, |KWLQ | |
| |in the development of regions of Indiana. |Map studies |*Chapter 1 |
| | |Sequencing |Lesson 1, pp. 18-23 |
| |Agriculture |Student research | |
| | |Compare/contrast |Website: |
| |Timber industry |Think-Pair-Share | |
| | |Interviews | |
| |Crossroads of America |Direct Instruction | |
| | |Picture reading | |
| |Railroad (hub), history of New York Central Railroad |Guest speakers | |
| | | | |
| |Rivers |Assessment: | |
| | |Timeline | |
| |Development |Discussions | |
| |Example: Cumberland Road/Indianapolis (urban) |Paper and pencil test | |
| | |Essays | |
| |Example: tourism/ Shipshewana/Middlebury/ Nappanee |Portfolio assessment | |
| |(rural) |Museum displays | |
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| |Growth | | |
| |Example: Power from rivers for mills – saw mills, | | |
| |grist | | |
| | | | |
| |N.A.A.C.P. | | |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.4 Give examples of people, events, and developments|Developments in transportation, such as the building |Instruction: |ECS – VHS#136, “A Historical View of How Elkhart |
|that brought important changes to the local community |of canals, roads, and railroads connected communities|Sequencing |Became an Economic Center of Northern Indiana” |
|or region. |and caused changes in population or industry. |Compare/contrast |(intermediate/middle) |
| | |Video analysis | |
| |Business Industry: |Student research |ECS- VHS#139 “Rededication of ECS” – ESC |
| |Role of railroad – jobs |Direct instruction |(professional library) |
| |Real estate |Classification | |
| |Lumber/mills – businesses, homes for immigrants | |See also History, pg. 2, Resource Column |
| |Automobile |Assessment: | |
| |Example: Elcar – Elkhart Carriage and Motor Co. |Timeline |*Chapter 4 |
| |Cultural diversity |Video notes |Lesson 3, pp. 120-123 |
| |Miles Medical Co. |Paper and pencil tests |Chapter 5 |
| |C. G. Conn Co. |Essay |Lesson 3, 160-165 |
| |RV industry |Socratic seminar |Chapter 6 |
| | |Charts |Lesson 1, pp. 172-175 |
| |People: | |Lesson 3, pp. 186-189 |
| |C. G. Conn | |Chapter 7 |
| |Joe C. Rice | |Lesson 3, pp. 224-227 |
| |Havilah Beardsley | |Chapter 8 |
| |Herbert E. Bucklen | |Lesson 3, pp. 258-263 Chapter 10 |
| |E. Hill Turnock | |Lesson 1, pp. 326-327 |
| |Wilbur J. Schult | | |
| |Ira and Catherine Hubbard | | |
| |John W. Fieldhouse | | |
| |Dr. Franklin Miles | | |
| |F. B. Pratt Military | | |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.4 Give examples of people, events, and developments|Military |Instruction: |Refer to Appendix: |
|that brought important changes to the local community | |Biographical discussions |150 Years of Progress in Michiana |
|or region. |Wars |Student research | |
|(continued) | |Graphic organizer |City With a Heart |
| |Organizations |Character webs | |
| | |Timelines |Historical Resource (copied from Project Links) |
| |Soldiers | | |
| | |Assessment: |Elkhart Truth |
| | |Role play/dramatization | |
| | |Oral reports |Local veteran organizations |
| | |Essays | |
| | |Paper pencil tests | |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Chronological Thinking, Comprehension, Analysis, and Interpretation |
|3.1.5 Develop *simple timelines of events in the local |Use a school newsletter or local newspaper to make a |Instruction: |Television station |
|communities. |timeline of current events. |Student research | |
| | |Video analysis |ECS – VHS #311 Events of 1958 Centennial” |
| |Natural Disasters: |Artistic products |(intermediate/ middle) |
| |Blizzard of 1978 |Modeling | |
| |Tornadoes of 1965 and 1985 |Direct instruction |*Chapter 8 |
| |Elkhart River flood 1950 | |Lesson 1, pp. 242-249 |
| | |Assessment: | |
| |Industrial: |Teacher-developed rubrics |Indiana’s Academic Standards, Resource 3, |
| |Miles Medical Co. |Video notes |February 2003, “Time is on the Line,” pp. 51-56 |
| |Automobile |Displays | |
| | |Paper and pencil tests | |
| | |Timeline | |
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|*Simple timeline can be an inclusion (or exclusion) of | | | |
|many historical events as appropriate to instruction. | | | |
HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.6 Read fiction and non-fiction stories to identify |People: |Instruction: |Elkhart: City With a Heart |
|the qualities of leaders, such as community leaders, |George Washington |Graphic organizer | |
|soldiers, presidents, teachers, and inventors. |Abraham Lincoln – contemporary of Havilah Beardsley |Story maps |Images of America: Elkhart, Indiana by Amy Lant |
| | |Timelines |Wenger |
| |Events: |Character webs | |
| |Theodore Roosevelt’s visit to Elkhart in 1912 |Interviews |The Beardsleys of Elkhart, Indiana by Adam Payne |
| |Lyndon Johnson’s visit in 1965 |Read alouds |(available at Ruthmere) |
| | |Dramatization | |
| |People: |Oral reports |See also: History, pg. 2, Resource Column |
| |Robert Cavalier LaSalle |Student research | |
| |Havilah Beardsley |Reading-groups/choral/ individualized |*Chapter 2 |
| |Rachel Calhoun Beardsley |Video analysis |Lesson 2, pp. 46-47 |
| |Father St. Joseph | |Chapter 3 |
| |Rev. Isaac McCoy |Assessments: |Lesson 2, pp. 82-83 |
| |Christiana McCoy |Essays |Chapter 6 |
| |Jesse Rush |Teacher-prepared rubrics |Lesson 1, pp. 176-177 |
| |Joseph Noffsinger |Paper and pencil tests |Lesson 3, pp. 190-191 |
| |George Crawford |Video notes |Chapter 7 |
| |Lew Davis | |Lesson 4, pp. 236-237 |
| |Edward Bonney | |Chapter 8 |
| | | |Lesson 4, pp. 272-273 |
| |Location: | |Chapter 9 |
| |Rivers | |Lesson 3, pp. 312-313 |
| |Transportation | | |
| |Mills | |Local Veterans Organizations |
| |Little Elkhart River | | |
| | | |Website: |
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HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.1.6 Read fiction and non-fiction stories to identify |Identify teachers (active or retired) native to |Instruction: |Various biographies in school library |
|the qualities of leaders, such as community leaders, |Elkhart. |Interviews | |
|soldiers, presidents, teachers, and inventors. | |Student research |See also appendix resources. |
|(continued) |Interview local community leaders. |Character maps | |
| | |Guest speakers |Elkhart Teacher Association |
| | | | |
| | |Assessment: |*Chapter 11 |
| | |Biography Book Report |Lesson 1, pp. 364-365 |
| | |Student note taking |Chapter 12 |
| | | |Lesson 2, pp. 396-397 |
| | | |Lesson 3, pp. 402-403 |
| | | |Indiana’s Academic Standards, Resource 3, |
| | | |February 2003, “Leaders in History,” pp. 59-62 |
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HISTORY
|Standard 1: Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and |
|places; and use a variety of resources to gather information about the past. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Research Capabilities |
|3.1.7 Use a variety of community resources, such as | |Instruction: |Elkhart Community Schools |
|libraries, museums, and county historians, to gather | |Field trips | |
|information about the local community. | |Compare/contrast |Ruthmere Museum Association |
| | |Interviews |(574) 264-0330 |
| | |Drawing | |
| | |Access to electronic databases |Elkhart County Historical Society (574) 848-4322 |
| | |Guest speakers | |
| | |Note taking |*Chapter 6 |
| | | |Lesson 2, pp. 184-185 |
| | |Assessment: |Chapter 7 |
| | |Journal |Lesson 1, pp. 212-213 |
| | |Publish in newsletters | |
| | |Posters |Indiana’s Academic Standards, Resource 3, |
| | |Mini-museum exhibit |February 2003, “Leaders in History,” pp. 59-62 |
| | |Teacher-created rubric | |
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CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Foundations of Government |
|3.2.1 Explain that people are citizens* of their |People: |Instruction: |Guided tour map with dialogue and picture booklet|
|community, state, and nation, and explain the importance |Government officials |Interviews | |
|of good citizenship*. |Safety officials |Video analysis |*Chapter 1 |
| |Elections |Student research |Lesson 1, pp. 16-17 |
| |Business |Field trips |Lesson 2, pp. 24-25 |
| |Volunteerism |Create a chart |Chapter 3 |
| |Charities |Problem-solving approaches |Lesson 1, pp. 74-77 |
| |Public health |Audiovisual work |Lesson 4, pp. 90-95 |
| |Public welfare |Classification |Chapter 8 |
| |Education |Direct instruction |Lesson 2, pp. 256-257 |
| |Diversity awareness |Guest speakers |Chapter 9 |
| | | |Lesson 1, pp. 298-299 |
| | | |Chapter 11 |
| | |Assessment: |Lesson 3, pp. 376-379 |
| | |Video notes | |
| | |Paper and pencil tests | |
|* citizen: a member of a community, state, or nation | |Teacher-created rubric | |
|* citizenship: the act of practicing one’s rights and | |Audiovisual project | |
|responsibilities as a member of a community, state, or | | | |
|nation | | | |
CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.2.2 Identify fundamental democratic principles and |Songs and stories may emphasize freedom and equality.|Instruction: |(Disney – Wh. House) |
|ideals in American songs, stories, and symbols. | |Interviews |ECS-online |
| | |Video analysis | |
| |Symbols, such as the flag, emphasize unity and other |Group/individual presentation |*Chapter 3 |
| |ideals. |Artistic products (flags) |Lesson 3, pp. 84-89 |
| | |Dramatization | |
| | | |Book |
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| | |Assessment: |From Sea to Shining Sea by Scholastic |
| | |Video notes | |
| | |Teacher-created rubrics |Songs, Symbols, and Sayings of the United States |
| | |Displays | |
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CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Functions of Government |
|3.2.3 Discuss the reasons why governments are needed, and|Democratic governments protect individual rights and |Instruction: |Video: |
|identify specific services that governments provide. |provide services, such as law enforcement, fire |Field trip |“Cities and Neighborhoods” |
| |protection, and emergency aid. Other services |City building | |
| |provided include utilities such as water/sewer, trash|Mayor |*Chapter 11 |
| |collection, and street maintenance. |City council chambers |Lesson 2, pp. 366-371 |
| | | |Chapter 12 |
| |Elected city officials make resolutions for the |Field trip |Lesson 2, pp. 390-395 |
| |betterment of the community as a whole. |City Public Works (water works) | |
| | | |Websites: |
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| | |Assessment: | |
| | |Journals | |
| | |Pencil and paper test | |
| | |Observation-informal | |
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CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.2.4 Explain the consequences of violating laws, and |Most communities are governed by a mayor and a city |Instruction: |*Chapter 12 |
|identify the duties of and selection process for local |council. Laws are made by government officials for |Field trip |Lesson 2, pp. 390-395 |
|officials who make, apply, and enforce laws through |the good of the community. |City Court | |
|government. | |Direct instruction |Website: |
| | |Guest lecture | |
| | |Police officer | |
| | |City official | |
| | |D.A.R.E. officer | |
| | | | |
| | |Assessment: | |
| | |Lecture notes | |
| | |Discussion | |
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CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.2.5 Explain that the world is divided into different |Map and globe studies |Instruction: |Geo-Adventures – |
|countries with their own governments, and identify | |Compare/contrast |MacMillan/McGraw-Hill |
|neighboring countries, such as Canada and Mexico. |Sister-city project |Direct instruction | |
| | |Access to electronic databases |*Chapter 7 |
| |Gazetteer studies |Guest speakers |Lesson 3, pp. 224-227 |
| | |Charts | |
| |Immigration |K-W-L-Q | |
| | |Video analysis | |
| |Democracy/elections |Student research | |
| | | | |
| |Monarchies/parliament |Assessments: | |
| | |Paper and pencil tests | |
| |Dictatorial |Video notes | |
| | |Displays | |
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CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Roles of Citizens |
|3.2.6 Discuss and explain the meaning of the Pledge of |Students should know that the flag is a symbol of our|Instruction: |From Sea to Shining Sea Scholastic Inc. |
|Allegiance*. Explain other ways citizens can affirm their|unity as a nation and that the Pledge of Allegiance |KWLQ | |
|citizenship. |is a promise to be loyal to our republic*. |Direct instruction |* Chapter 11 |
| | |Brainstorming |Lesson 2, pp. 363-371 |
| |Other ways that citizens affirm their citizenship |Mini-lesson |Lesson 3, pp. 376-379 |
| |include voting and jury duty. |Compare/contrast |Chapter 12 |
| | |Guest lecturer |Lesson 2, pp. 390-395 |
| |Volunteering | | |
| | | | |
| | |Assessment: |Songs, Symbols and Sayings of the United States |
| | |Pen and pencil test | |
| | |Reflections |Website: |
| | |Socratic seminar | |
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|* Pledge of Allegiance: “I pledge allegiance to the flag | | | |
|of the United States of America, and to the Republic for | | | |
|which it stands, one nation under God, indivisible, with | | | |
|liberty and justice for all.” (Francis Bellamy, 1892) |* republic: government ruled by representatives | | |
| |chosen by the people | | |
CIVICS AND GOVERNMENT
|Standard 2: Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of |
|resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.2.7 Use a variety of information resources* to gather |Identify leaders and issues from school newsletters, |Instruction: |N.A.A.C.P. |
|information about community leaders and civic issues. |newspaper headlines, photographs, editorial cartoons,|Access to electronic databases | |
| |television, and other information resources. |Guest speakers |Civic organizations (Kiwanis) |
| | |Field trips | |
| | |Picture studios |League of Women Voters |
| | |Time lines | |
| | |Interviews |The Elkhart Truth |
| | | | |
| | | |See also: History, pg. 2, Resource Column |
| | |Assessment: | |
| | |Socratic seminar |Websites: |
| | |Paper and pencil test |The Learning Society |
| | |Debates | resourcedir.html |
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|* information resources: print media, including books, | | | |
|magazines, and newspapers; electronic media, including | | | |
|radio, television, web sites, and databases; and | | | |
|community resources, such as individuals and | | | |
|organizations | | | |
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GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|The World in Spatial Terms |
|3.3.1 Distinguish between physical and political features|Map and globe studies |Instruction: |*Chapter 4 |
|on maps and globes, and label a map of North America | |Direct instruction |Lesson 1, pp. 110-111 |
|identifying countries, oceans, major rivers, the Great |Gazetteer studies |Drawing |Chapter 5 |
|Lakes, and mountain ranges. Locate the United States, | |Cooperative group work |Lesson 1, pp. 148-149 |
|Indiana, and the local community. |Video analysis |K-W-L-Q | |
| | | |Scott Fresman, Student Atlas, pp. 10-11 and pp. |
| | | |12-13 |
| | |Assessment: | |
| | |Paper and pencil tests | |
| | |Map construction | |
| | |Video notes | |
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GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.3.2 Identify the continents and oceans, the equator, |Map and globe studies |Instruction: |*Chapter 4 |
|northern and southern hemispheres, eastern and western | |Direct instruction |Lesson 1, pp. 110-111 |
|hemispheres. |Gazetteer studies |Drawing |Chapter 5 |
| | |Constructed responses |Lesson 2, pp. 150-155 |
| | | | |
| | | |Student Atlas, pp. 6-7 and p.30 |
| | |Assessment: | |
| | |Teacher-created rubric | |
| | |Paper and pencil test | |
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GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Places and Regions |
|3.3.3 Explain that regions are areas which have similar |States touching the Great Lakes are part of the Great|Instruction: |*Chapter 4 |
|physical and cultural characteristics*, and locate the |Lakes Region. The same states are also considered |Compare/contrast |Lesson 1, pp. 104-109 |
|local community in a specific region. |part of the “Lower Midwest” because of their location|Graph analysis |Chapter 5 |
| |relative to other states. |Video analysis |Lesson 1, pp. 142-147 |
| | |Drawing | |
| | |Reading - group/individual |Indiana’s Academic Standards, Resource 3, |
| | |Direct Instruction |February 2003, “Regional Knowledge,” pp. 119-130 |
| | | | |
| | | | |
| | |Assessment: | |
| | |Paper and pencil tests | |
| | |Artistic presentations | |
| | |Concept/topic maps | |
| | | | |
| | | | |
|* cultural characteristics: human features, such as | | | |
|population characteristics, communication and | | | |
|transportation networks, religion and customs, how people| | | |
|make a living or build homes and other structures | | | |
GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.3.4 Explain basic earth/sun relationships*, including |Map and globe unit |Instruction: |*Chapter 4 |
|how they influence climate, and identify major climate | |Compare/contrast |Lesson 1, pp. 104-105 |
|regions* of the United States. |Local historical events: |Direct instruction |Lesson 2, pp. 182-183 |
| |Tornado alley |Video analysis |Chapter 5 |
| |Blizzard of 1978 |Vocabulary – mini lesson |Lesson 1, pp. 142-147 |
| |Earth/sun unit |Manipulatives | |
| | |Schematic drawings |Student Atlas, pp. 30-31 |
| | | | |
| | | | |
| | |Assessments: | |
| | |Paper and pencil test | |
| | |Video notes | |
| | |Posters | |
| | | | |
| | | | |
| | | | |
|* earth/sun relationships: the rotation of the earth on | | | |
|its axis, the revolution of the earth around the sun, and| | | |
|the tilt of the earth on its axis – all factors that | | | |
|influence climate | | | |
|* regions: areas that have common characteristics | | | |
GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Physical Systems |
|3.3.5 Explain how climate affects the vegetation and |Agriculture unit |Instruction: |EEC |
|animal life of a region, and describe the physical |Environmental studies |Direct instruction | |
|characteristics that relate to form an ecosystem*. |Endangered species |Flow chart |EnviroCorps |
| | |Cause/effect mini lesson | |
| | |Experimental investigation |Woodlawn Nature Center |
| | |Video analysis | |
| | |Field trip |*Chapter 4 |
| | |Brainstorming |Lesson 2, pp. 116-117 |
| | |Observations |Chapter 5 |
| | |Student research |Lesson 1, pp. 142-147 |
| | | |Lesson 2, pp. 150-155 |
| | | |Chapter 6 |
| | |Assessments: |Lesson 2, pp. 182-183 |
| | |Paper and pencil test | |
| | |Video notes |Scott Foresman , Every Student Learns, p. 57 |
| | |Chart/posters | |
| | |Lab note taking | |
| | | | |
| | | | |
|* ecosystem: a system formed by the interaction of living| | | |
|things with their physical environment | | | |
GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Human Systems |
|3.3.6 Construct maps and graphs that show aspects of |Patterns of rural, urban, and suburban development |Instruction: |Environment: |
|human/ environment interaction in the local community. |and how they deal with waste, garbage, and water |Create clay models of environment |Solid Waste Management District of Elkhart County|
| |treatment. |Elkhart Environmental Center field trip | |
| | |Wastewater Treatment Plant field trip |(574) 293-2269 |
| |Rural |Guest speakers | |
| | |Student research |Maple Syrup Festival – Wakarusa (574) 862-4344 |
| |Urban |Rural field trip | |
| | |Debate/discussion on prioritizing |Home Builders Association |
| |Suburban |environmental responsibility | |
| | |Note taking |Building Code Enforcement |
| | |Problem solving |(574) 294-5471 |
| | | | |
| | | |Elkhart County Realtors Association |
| | |Assessment: |(574) 294-5471 |
| | |Model display | |
| | |Oral speaking – rubric |Human: |
| | |Paper and pencil test |Elkhart County Extension Office- |
| | |Earth Day project |Mary Anne Leinhart-Cross |
| | |Elkhart County Historical Museum – Rush Memorial |(574) 533-0554 |
| | |schedule (574) 535-6458 through the Elkhart Co. |(574) 523-2216 |
| | |Park Dept. | |
| | | |*Chapter 4 |
| | | |Lesson 1, p. 104-109 |
| | | |Chapter 5 |
| | | |Lesson 2, pp. 158-159 |
| | | | |
| | | |Indiana’s Academic Standards, Resource 3, |
| | | |February 2003, “The Shape of Our Town,” pp. |
| | | |137-140 |
GEOGRAPHY
|Standard 3: Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand earth/sun relationships, identify the distinctive physical and cultural |
|features of their community, and explain the geographic relationships of their own community with the state, nation, and world. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Environment and Society |
|3.3.7 Use a variety of information resources* to identify|Research how the community gets its water today |Instruction: |U.S.G.S. National Water Information Center |
|local environmental issues and examine the ways that |compared with how early settlers got their water. |Direct instruction |(888) 275-8747 |
|people have tried to solve these problems. | |Field trip | |
| |Research how the community deals with waste. |Environmental Center |Fish and Wildlife Service |
| | |Philanthropic project | |
| |Example: |Interviewing: |(800) 344-9453 |
| |Compare national/state/local issues. |Government employees | |
| | |EnviroCorp members |U.S. Dept. of the Interior |
| | |Park and Recreation Department | |
| | |Student research | |
| | |Compare/contrast |Indiana Dept. of Environmental Management |
| | |Letter writing to: (newspapers, TV, |(800) 451-6027 |
| | |governmental leaders, businesses) | |
| | | |Environmental Management |
| | | |(800) 451-6027 |
| | |Assessment: | |
|* information resources: print media, including books, | |Model or museum exhibit |Environmental Health (Goshen) |
|magazines, and newspapers; electronic media, including | |Socratic seminar |(574) 875-3391 |
|radio, television, web sites, and databases; and | |Reports | |
|community resources, such as individuals and | |Project results |WNDU-Contact 16 TV (Elkhart) |
|organizations | |Letter responses |(574) 294-1616 |
| | | | |
| | | |*Chapter 4 |
| | | |Lesson 3, pp. 120-123 |
| | | |Chapter 5 |
| | | |Lesson 3, pp. 166-167 |
| | | | |
| | | |Indiana’s Academic Standards, Resource 3, |
| | | |February 2003, “Taking Care of Our Environment,” |
| | | |pp. 141-144 |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.1 Give examples from the local community that |Example of mini-economy: |Instruction: |Mini economy |
|illustrate the scarcity* of productive resources*. |Student job |Direct instruction | |
|Explain how this scarcity requires people to make choices|( |Use of glossary, dictionary reference materials |Dr. David R. Benak, Supervisor of Curriculum and |
|and incur opportunity costs*. |income |Student research |Instruction, Elkhart Community Schools |
| |( |Role-modeling | |
| |room store |KWLQ |Purdue University |
| |( |Problem solving | |
| |choose purchases |Guest speakers |Junior Achievement |
| | |Note taking |(574) 293-4554 |
| |(scarcity drives price; opportunity cost requires | | |
| |problem solving) |Assessment: |*Chapter 10 |
| | |Group discussion |Lesson 1, pp. 328-330 |
| | |Student financial project (bank/classroom | |
|* scarcity: the idea that resources are limited in | |account) |Websites: |
|relation to people’s wants | |Socratic seminars |National Geographic Society |
|* productive resources: human resources, natural | |Paper and pencil test | |
|resources, and capital resources | |Notes | |
|* opportunity costs: in making choices, opportunity costs| | |nrcs. |
|are the next best alternative you do not choose | | | |
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ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.2 Give examples of goods* and services* provided by |Retail stores: |Instruction: |Video: Wants & Needs |
|local government. |Concord Mall |Direct instruction | |
| |J.C. Penney |Video analysis |Chamber of Commerce |
| |Elder-Beerman |Compare/contrast |(574) 293-1531 |
| |University Park Mall | | |
| |Martin’s |Guest speaker: |BFI Waste Dept. |
| |Charlie’s Butcher Block |Local dentist, doctor, vet, social worker |(574) 522-1331 |
| |Landscaping/floral |Elkhart Health Department | |
| |Toys R Us |Elkhart City (ex. Planning Department, Council |Mario’s, Inc. 293-7069 |
| |Funeral services |Member) | |
| |Automobile | |Sautter’s Floral & Garden |
| |Water/sewer | |(574) 293-5584 |
| |City Street Dept. |Assessment: | |
| |Public utilities |Paper and pencil test |Linton’s 1-888-779-9333 |
| |Park and Recreation Department |Presentations | |
| |Libraries |Trade Day |Funeral Home Directors Association (contact any |
| | | |local funeral home) |
| | | | |
|* goods: objects, such as food or a toy, that can satisfy| | |Elkhart Public Library |
|people’s wants | | |(574) 522-5665 |
|* services: actions that someone does for someone else, | | | |
|such as dental care or trash removal | | |Elkhart Public Works and Utilities Department |
| | | |(574) 294-5471 |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.3 Give examples of trade* in the local community, and|Schools: |Instruction: |Junior Achievement |
|explain how trade benefits both parties. |money from taxpayers |Guest speaker |(574) 293-4544 |
| |parents receive education for children |Problem solving | |
| |teachers, administrators, cafeteria workers, |Flow chart or web of goods and/or services |R.V. Museum |
| |custodians, bus drivers, etc. provide services. |Guest speakers | |
| | |ex: principal |Chamber of Commerce |
| |Mobile home/RV: |custodian |(574) 293-1531 |
| |suppliers |grandparent | |
| |interdependence |as taxpayers |Indiana Mobile Home and Recreational Vehicle |
| | | |Association |
| |Direct trade example: | |(IMHA) |
| |Elkhart Park and Recreation |Assessment: |(317) 247-6258 |
| |Department trades their facilities for Elkhart |Teacher Observation |Web: |
| |Community Schools’ “Open Gyms.” |Interviews | |
| | |Paper-pencil test |*Chapter 10 |
| | | |Lesson 2, pp. 328-333 |
| | | |Lesson 3, pp. 334-339 |
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|* trade: voluntary exchange of goods and services | | | |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.4 Define interdependence*, and give examples of how |Local: |Instruction: |Junior Achievement |
|people in the local community depend on each other for |Gordon Food Service/Restaurants |Direct instruction (use of reference materials)|(574) 293-4554 |
|goods and services. |Linton’s floral shop |Role modeling | |
| |Mini-economy |Guest speakers |Mini-economy |
| |example: |Note taking |(Dave Benak) |
| |jobs within classroom |Flow chart | |
| | |Flow chart |Tonya Stoltzfus Miller |
| | | | |
| | |Assessment: |Jennifer Koerting |
| | |Job applications | |
| | |Paper-pencil test |*Chapter 10 |
| | | |Lesson 1, pp. 318-323 |
| | | |Lesson 2, p. 335 |
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|* interdependence: reliance on each other to produce | | | |
|goods and services | | | |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.5 List the characteristics of money*, and explain how|Banking – explain how people save, borrow |Instruction: |Junior Achievement |
|money* makes trade easier. | |Direct instruction |(574) 293-4544 |
| |Investing – how people in companies save and build up|Brainstorming | |
| |amounts |Guiding questions |Teachers Credit Union |
| | |Role play – demonstrations | |
| | |Video analysis |Contact Local Banks or Credit Companies |
| | |Manipulatives | |
| | |Class store |AAA Coin & Jewelry Exchange |
| | | |(574) 389-9962 |
| | |Assessment: | |
| | |Performance assessment |A & A Coin Investments |
| | |Role play/simulations |(574) 534-1111 |
| | | | |
| | | |Video - Money |
| | | |U.S. Mint |
| | | | |
| | | |Websites: |
|* characteristics of money: scarce (not easily found or | | | |
|duplicated), durable, easy to carry, and easy to divide | | | |
|* money: objects widely accepted in exchange for goods | | |Bureau of Engraving and Printing bep.|
|and services | | |1-(202)-874-3019 |
| | | | |
| | | |library. |
| | | | |
| | | |U.S. Mint Public Information |
| | | |(202) 354-7227 |
| | | |ww. |
| | | | |
| | | |*Chapter 9 |
| | | |Lesson 1, pp. 290-297 |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.6 Identify different ways people save their income, |Home “piggy bank,” savings accounts, stock market, |Instruction: |Mini-economy |
|and explain advantages and disadvantages of each. |etc |Guest speaker | |
| | |Ongoing mini-economy |Local bank |
| | |Interviews | |
| | | |*Chapter 9 |
| | | |Lesson 1, pp. 290-295 |
| | |Assessment: | |
| | |Student classroom bank account | |
| | |Oral reporting | |
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ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.7 Explain that buyers and sellers interact to |Example: |Instruction: |Mini-economy |
|determine the prices of goods and services in markets. |Students produce a good or service to sell in a |Group project | |
| |mini-mall. |Compare/contrast |Junior Achievement |
| | |Graph analysis |(574)-293-4544 |
| | |Direct instruction | |
| | |Flow chart |*Chapter 9 |
| | |Cause and effect |Lesson 2, pp. 300-303 |
| | | |Lesson 3, pp. 306-311 |
| | | |Chapter 10 |
| | |Assessment: |Lesson 1, pp. 326-327 |
| | |Income generated as a seller | |
| | |Amount spent as a buyer | |
| | |Paper and pencil test | |
| | |Socratic seminar | |
| | |Discussions | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.8 Illustrate how people compare benefits and costs |When a family is deciding whether to buy a car, they |Instruction: |Mini-economy |
|when making choices and decisions as consumers and |have to compare the benefit of having personal |Compare/contrast | |
|producers. |transportation with the cost of buying and |Problem solving |Junior Achievement |
| |maintaining the car. |Student research (newspaper ads, E-bay) |(574) 293-4544 |
| | | | |
| |Students spend income/banked classroom money in | |*Chapter 9 |
| |classroom store or mini-mall. |Assessment: |Lesson 1, pp. 290-295 |
| | |Paper and pencil test |Lesson 2, pp. 300-303 |
| |School lunches/packed lunches |Mini-economy bank records, purchasing records | |
| | |Socratic seminar | |
| | |Discussions | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
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| | | | |
| | | | |
ECONOMICS
|Standard 4: Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a |
|variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.4.9 Gather data about a proposed economic change in the|Invite a community leader to discuss the decision to |Instruction: |Junior Achievement |
|community using a variety of information resources*. |build a bigger library or baseball park in the |Direct instruction |(574) 293-4544 |
| |community. |Interviewing | |
| | |Investigating |Local officials – from city government |
| |The planned or proposed ice rink |Problem solving | |
| | | |TV |
| |The buy-out and closing of Miles/Bayer Co. | | |
| | |Assessments: |Radio |
| |Whitehall closing |Performance – debates, Socratic seminar | |
| | |Paper and pencil test |Websites: |
| |City Plaza project |Process-journals | |
| | | | |
| | | | |
| | | | |
| | | | |
|* information resources: print media, including books, | | | |
|magazines, and newspapers; electronic media, such as | | |*Chapter 9 |
|radio, television, web sites, and databases; and | | |Lesson 3, pp. 308-309 |
|community resources, such as individuals and | | |Chapter 10 |
|organizations | | |Lesson 3, pp. 326-327 |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.5.1 Give examples of how the local community is made up|Communities are made up of families, as well as |Instruction: |LaCasa (574) 533-4450 |
|of many individuals, as well as many different groups. |businesses and industry, religious and civic groups, |Map studies | |
| |and governing bodies. |Guest speakers |NAACP (574) 389-7530 |
| | |Graph analysis | |
| |City of Elkhart |KWLQ |Elkhart Human Relations Commission (574) 294-5471|
| |Mayor’s Office |Interviews | |
| |(574) 294-5471 |Note taking |Cindy O’Brien – ECS |
| |Elkhart Human Relations Commission has a resource |Field trips |(574) 262-5500 |
| |file of contact persons in Elkhart for cultural, |Art | |
| |civic, religious, etc groups. |Student research |Cooperative Extension office |
| | | | |
| | | |Community Development |
| | |Assessment: |(574) 533-0544 |
| | |Notes | |
| | |Posters/projects |Elkhart Chamber of Commerce |
| | | |(574) 293-1531 |
| | | | |
| | | |Shipshewana Menno-Hof Museum (260) 968-4117 |
| | | | |
| | | |Richard Mendez – ECS |
| | | |Roosevelt Elementary |
| | | |(574) 295-4840 |
| | | | |
| | | |Kathy Stump – ECS |
| | | |(574) 262-5500 physical handicaps |
| | | | |
| | | |*Chapter 3 |
| | | |Lesson 2, pp. 78-81 |
| | | |Chapter 12 |
| | | |Lesson 3, pp. 398-401 |
| | | | |
| | | |Indiana’s Academic Standards, Resource 3, |
| | | |February 2003, “People Puzzles,” pp. 201-204 |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.5.2 Identify connections that the local community has |Some nearby communities share cultural institutions, |Instruction: |Chamber of Commerce |
|with other communities, including cultural exchanges of |such as schools or museums. |Field trips |(574) 293-1531 |
|several types, and ways that technology links communities| |Museums: Snite (Notre Dame) | |
|in other places. |Other communities may have “sister cities” in other |Interviews |Goshen College |
| |parts of the world. The technology of transportation |One Room School – Bonneyville Mill Park |(574) 535-7000 |
| |and communication makes these exchanges easier. |Direct instruction | |
| | |Pen pal exchange |Mennonite Seminary |
| |Interview mayor and others who have visited Elkhart’s| | |
| |“sister city”. | |NAACP (574) 389-7530 |
| | |Assessment: | |
| | |Pen pal letters |Mayor’s office - City Building |
| | |Paper-pencil tests |(574) 294-5471 |
| | | | |
| | | |Human Relations Commission |
| | | |(574) 294-5471 |
| | | | |
| | | |Elkhart County Park and Recreation Department |
| | | |(574) 295-7275 |
| | | | |
| | | |University of Notre Dame |
| | | | |
| | | |*Chapter 8 |
| | | |Lesson 1, pp. 242-247 |
| | | | |
| | | |Website: |
| | | | |
| | | | |
| | | |Indiana’s Academic Standards, Resource 3, |
| | | |February 2003. “Sharing Cultures,” pp. 205-206 |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.5.3 Examine the contributions of individual artists |Art instruction provides for students and adults. |Instruction: |Midwest Museum of American Art |
|(painters, sculptors, writers, musicians, and traditional| |Elkhart Art League |(574) 293-6660 |
|artists) in enriching the culture of the community. |Artists donate works for a community calendar. |-artists demonstrate | |
| | |Reflection –oral/written drawing/painting |Kelby Love |
| | |Field trips | |
| | |Dance studio demonstrations |Elco Theatre (574) 293-4469 |
| | | | |
| | | |High School Art Departments |
| | |Assessment: | |
| | |Journal entries |Snite Museum |
| | |Finished projects | |
| | |(drawing, etc.) |Elkhart Art League |
| | | |(574) 264-1810 |
| | | | |
| | | |Elkhart City Centre Inc. |
| | | |(574) 295-0701 or 8701 |
| | | | |
| | | |The Studio (dance) |
| | | |(574) 295-8034 |
| | | | |
| | | |That’s Dancing |
| | | |(574) 522-1423 |
| | | | |
| | | |Lupita Zeteta-Director of Hispanic Outreach Youth|
| | | |Services |
| | | |(574) 294-3549 |
| | | | |
| | | |*Chapter 3 |
| | | |Lesson 4, pp. 96-97 |
| | | |Chapter 5 |
| | | |Lesson 2, pp. 156-157 |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.5.4 Identify factors that make the local community | |Instruction: |Cooperative Extension office |
|unique, including how the community is enriched through | |Art projects |Family and Consumer Science (Home Ec) |
|foods, crafts, customs, languages, music, visual arts, | |Guest speakers |4-H 533-0544 |
|architecture, dance, and drama representing various | |Compare/contrast | |
|cultures. | |Field trip |Elkhart County Symphony |
| | |Student research |(574) 293-1087 |
| | |Direction instruction |elkhartcountysymphony. |
| | | |org |
| | |Assessment: | |
| | |Completed art projects |Goshen College |
| | |Display |(574) 535-7569 |
| | |Program/play | |
| | |Paper/pencil tests |Ellen Moore-Public Relations-ECS 262-5500 |
| | | | |
| | | |Cindy O’Brien-ECS 262-5500 |
| | | | |
| | | |Elkhart Civic Theatre |
| | | |(574) 848-5853 |
| | | | |
| | | |Elkhart Historical Society |
| | | | |
| | | |Music Departments-ECS |
| | | |Central H.S. 295-4743 |
| | | |Memorial H.S. 262-5644 |
| | | | |
| | | |Ruthmere ($$) cost |
| | | |(574) 264-0330 |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
| | | |*Chapter 1 |
| | | |Lesson 1, pp. 10-15 |
| | | |Lesson 3, pp. 26-29 |
| | | |Chapter 2 |
| | | |Lesson 1, pp. 38-41 |
| | | |Lesson 2, pp. 42-45 |
| | | |Lesson 3, pp. 48-55 |
| | | | |
INDIVIDUALS, SOCIETY, AND CULTURE
|Standard 5: Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various |
|cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|3.5.5 Use community resources, such as museums, |Examine the many historical landmarks and buildings. |Instruction: |Book: |
|libraries, historic buildings, and other landmarks, to | |Walking tour/bus tour of Downtown Elkhart |Pictorial History of Elkhart City With a Heart |
|gather cultural information about the community. |Early settlements and cultures of Amish, Mennonite, |including Island Park |(Revised) |
| |Irish, and Italian. | | |
| | |Midwest Museum building |Elkhart Convention and Visitors Bureau |
| | | | |
| | |Old hotel-The Hotel Elkhart (Cornerstone) |Menno-Hof, Shipshewana |
| | | | |
| | |County Building (old high school façade) |Elkhart County Historical Museum – Bristol |
| | | |(574) 848-4322 |
| | |Reading | |
| | | |Midwest Museum of American Art (574) 293-6660 |
| | | | |
| | |Assessment: |Also see: appendix resources |
| | |Paper-pencil test | |
| | |Journal entry |Website: |
| | | | |
| | | | |
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| | | | |
| | | | |
|Unit 1: History |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
|Historical Knowledge |3.1.1 Describe American Indian groups who lived in the |*See Indiana Academic Standards |City with a Heart |
| |region when European settlers arrived. |Instruction/Assessment Reference Column |-student copy |
| | | |-teacher’s manual |
| |3.1.2 Explain why and how the local community was | | |
| |established, and identify founders and early settlers. | |Maps |
| | | | |
| |3.1.3 Describe the role of specific communities in the | |Historical Research Section (from Project |
| |development of the region. | |Links) |
| |Example: Explain the role of river towns, such as | | |
| |Madison or Clarksville, or urban centers, such as | |G/T Curriculum Grade 3, Unit 2 |
| |Indianapolis, in the development of regions of | | |
| |Indiana. | |“150 Years of Progress Working in Michiana” |
| | | | |
| |3.1.4 Give examples of people, events, and developments| |Historical Landmark Workshop |
| |that brought important changes to the local community | | |
| |or region. Example: Developments in transportation, | |Images of America, Elkhart, Indiana |
| |such as the building of canals, roads, and railroads,| | |
| |connected communities and caused changes in | | |
| |population or industry. | | |
|Unit 1: History (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
|Chronological Thinking, Comprehension, Analysis, and |3.1.5 Develop simple time lines of events in the local | | |
|Interpretation |communities. | | |
| |Example: Use a school newsletter or local newspaper to | | |
| |make a time line of current | | |
| |events. | | |
| | | | |
| |3.1.6 Read fiction and non-fiction stories to identify | | |
| |the qualities of leaders, such as community leaders, | | |
| |soldiers, presidents, teachers, and inventors. | | |
| | | | |
| |3.1.7 Use a variety of community resources, such as | | |
| |libraries, museums, and county historians, to gather | | |
|Research Capabilities |information about the local community. | | |
|Unit 2: Civics and Government |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
|Foundations of Government |3.2.1 Explain that people are citizens* of their |*See Indiana Academic Standards |City with a Heart |
| |community, state, and nation, and explain the |Instruction/Assessment Reference Column |-student copy |
| |importance of good citizenship*. | |-teacher’s manual |
| | | | |
| |3.2.2 Identify fundamental democratic principles and | |Indiana’s Academic Standard, Social Studies p.|
| |ideals in American songs, stories, and symbols. | |21, Teacher’s Edition |
| |Examples: Songs and stories may emphasize freedom and | | |
| |equality. Symbols, such as the flag, emphasize unity | |Historical Resource (from Project Links) |
| |and other ideals. | | |
| | | |G/T Curriculum Grade 3, |
| |3.2.3 Discuss the reasons why governments are needed, | |Unit 3 |
| |and identify specific services that governments | | |
| |provide. | |“150 Years of Progress Working in Michiana” |
| |Example: Democratic governments protect individual | | |
| |rights and provide services, such as law enforcement. | | |
|Functions of Government | | | |
| | | | |
| | | | |
| |*citizen: a member of a community, state, or nation | | |
| |*citizenship: the act of practicing one’s rights and | | |
| |responsibilities as a member of a community, state, or | | |
| |nation | | |
|Unit 2: Civics and Government (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.2.4 Explain the consequences of violating laws, and | | |
| |identify the duties of and selection process for local | | |
| |officials who make, apply, and enforce laws through | | |
| |government. | | |
| | | | |
| |3.2.5 Explain that the world is divided into different | | |
| |countries with their own governments, and identify | | |
| |neighboring countries, such as Canada and Mexico. | | |
| | | | |
| |3.2.6 Discuss and explain the meaning of the Pledge of | | |
| |Allegiance*. Explain other ways citizens can affirm | | |
| |their citizenship. Examples: Students should know | | |
|Roles of Citizens |that the flag is a symbol of our unity as a nation and| | |
| |that the Pledge of Allegiance is a promise to be | | |
| |loyal to our republic*. Other ways that citizens | | |
| |affirm their citizenship include voting and jury duty.| | |
| | | | |
| |*Pledge of Allegiance: “I pledge allegiance to the flag| | |
| |of the United States of America, and to the Republic | | |
| |for which it stands, one Nation under God, indivisible,| | |
| |with liberty and justice for all.” (Francis Bellamy, | | |
| |1892) | | |
| |*republic: government ruled by representatives chosen | | |
| |by the people | | |
|Unit 2: Civics and Government (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |Use a variety of information resources* to gather | | |
| |information about community leaders and civic issues. | | |
| |Example: Identify leaders and issues from school | | |
| |newsletters, newspaper headlines, photographs, | | |
| |editorial cartoons, television, and other information | | |
| |resources. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |*information resources: print media, including books, | | |
| |magazines, and newspapers; electronic media, including | | |
| |radio, television, web sites, and databases; and | | |
| |community resources, such as individuals and | | |
| |organizations | | |
|Unit 3: Geography |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
|The World in Spatial Terms |3.3.1 Distinguish between physical and political |*See Indiana Academic Standards/Instruction |City with a Heart |
| |features on maps and globes, and label a map of North |Assessment Reference Column |-teacher’s manual |
| |America identifying countries, oceans, major rivers, | | |
| |the Great Lakes, and mountain ranges. Locate the United| |Classroom maps, globes |
| |States, Indiana, and the local community. | | |
| | | |Local maps |
| |3.3.2 Identify the continents and oceans, the equator, | | |
| |northern and southern hemispheres, eastern and western | |Historical Resource Section (from Project |
| |hemispheres. | |Links) |
| | | | |
| |3.3.3 Explain that regions are areas which have similar| |G/T Curriculum Grade 3, |
| |physical and cultural characteristics*, and locate the | |Unit 1 |
| |local community in a specific region. | | |
| |Example: States touching the Great Lakes are part of | |“150 Years of Progress Working in Michiana” |
|Places and Regions |the Great Lakes Region. The same states are also | |(Section of Teacher Manual) |
| |considered part of the “Lower Midwest” because of | | |
| |their location relative to other states. | |Historical Landmarks Workshop |
| | | | |
| |*cultural characteristics: human features, such as | |Images of America, Elkhart, Indiana |
| |population characteristics, communication and | | |
| |transportation networks, religion and customs, how | | |
| |people make a living or build homes and other | | |
| |structures | | |
| | | | |
| | | | |
| | | | |
|Physical Systems | | | |
| | | | |
|Unit 3: Geography (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.3.4 Explain basic earth/sun relationships*, | | |
| |including how they influence climate, and identify | | |
| |major climate regions* of the United States. | | |
| | | | |
| |3.3.5 Explain how climate affects the vegetation and | | |
| |animal life of a region, and describe the physical | | |
| |characteristics that relate to form an ecosystem*. | | |
| | | | |
| |Construct maps and graphs that show aspects of | | |
| |human/environment interaction in the local community. | | |
| |Examples: Patterns of rural, urban, and suburban | | |
| |development | | |
|Human Systems | | | |
| |*earth/sun relationships: the rotation of the earth on| | |
| |its axis, the revolution of the earth around the sun, | | |
| |and the tilt of the earth on its axis – all factors | | |
| |that influence climate | | |
| |*regions: areas that have common characteristics | | |
| |*ecosystem: a system formed by the interaction of | | |
| |living things with their physical environment | | |
|Unit 3: Geography (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
|Environment and Society |Use a variety of information resources* to identify | | |
| |local environmental issues and examine the ways that | | |
| |people have tried to solve these problems. | | |
| |Example: Research how the community gets its water | | |
| |today compared with how early | | |
| |settlers got their water. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |*information resources: print media, including books, | | |
| |magazines, and newspapers; electronic media, including | | |
| |radio, television, web sites, and databases; and | | |
| |community resources, such as individuals and | | |
| |organizations | | |
|Unit 4: Economics |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.4.1 Give examples from the local community that |*See Indiana Academic Standards/Instruction |City With A Heart |
| |illustrate the scarcity* of productive resources*. |Assessment Reference Column |Student copies |
| |Explain how this scarcity requires people to make | |Teacher’s manual |
| |choices and incur opportunity costs*. | | |
| | | |Historical Resource Section (from Project |
| |3.4.2 Give examples of goods* and services* provided by| |Links) |
| |local government. | | |
| | | |“150 Years of Progress Working in Michiana” |
| |3.4.3 Give examples of trade* in the local community, | |(Section in Teacher Manual) |
| |and explain how trade benefits both parties. | | |
| | | |Images of America, Elkhart, Indiana |
| |*scarcity: the idea that resources are limited in | | |
| |relation to people’s wants | | |
| |*productive resources: human resources, natural | | |
| |resources, and capital resources | | |
| |*opportunity costs: in making choices, opportunity | | |
| |costs are the next best alternative you do not choose | | |
| |*goods: objects, such as food or a toy, that can | | |
| |satisfy people’s wants | | |
| |*services: actions that someone does for someone else, | | |
| |such as dental care or trash removal | | |
| |*trade: voluntary exchange of goods and services | | |
|Unit 4: Economics (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.4.4 Define interdependence*, and give examples of how| | |
| |people in the local community depend on each other for | | |
| |goods and services. | | |
| | | | |
| |3.4.5 List the characteristics of money*, and explain | | |
| |how money* makes trade easier. | | |
| | | | |
| |3.4.6 Identify different ways people save their income,| | |
| |and explain advantages and disadvantages of each. | | |
| |Examples: Home “piggy bank,” savings accounts, stock | | |
| |market, etc. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |*interdependence: reliance on each other to produce | | |
| |goods and services | | |
| |*characteristics of money: scarce (not easily found or | | |
| |duplicated), durable, easy to carry, and easy to | | |
| |divide | | |
| |*money: objects widely accepted in exchange for goods | | |
| |and services | | |
|Unit 4: Economics (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |Gather data about a proposed economic change in the | | |
| |community using a variety of information resources*. | | |
| |Example: Invite a community leader to discuss the | | |
| |decision to build a bigger library or baseball park | | |
| |in the community. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |*information resources: print media, including books, | | |
| |magazines, and newspapers; electronic media, such as | | |
| |radio, television, web sites, and databases; and | | |
| |community resources, such as individuals and | | |
| |organizations | | |
|Unit 5: Individuals, Society, and Culture |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.5.1 Give examples of how the local community is made | |City with a Heart |
| |up of many individuals, as well as many different | |-student copies |
| |groups. | |-teacher’s manual |
| |Example: Communities are made up of families, as well | | |
| |as businesses and industry, | |Historical Resource Section (from Project |
| |religious and civic groups, and governing bodies. | |Links) |
| | | | |
| |3.5.2 Identify connections that the local community has| |G/T Curriculum, Grade 3, Unit 4 |
| |with other communities, including cultural exchanges of| | |
| |several types, and ways that technology links | |“150 Years of Progress Working in Michiana” |
| |communities in other places. | | |
| |Example: Some nearby communities share cultural | |Historical Landmarks Workshop |
| |institutions, such as schools or | | |
| |museums. Other communities may have “sister cities” in| |Images of America, Elkhart, Indiana |
| |other parts of the world. The | | |
| |technology of transportation and communication makes | | |
| |these exchanges easier. | | |
|Unit 5: Individuals, Society, and Culture (continued) |
|Topic |Indicator |Instruction/Assessment Reference |Resource |
| |3.5.3 Examine the contributions of individual artists | | |
| |(painters, sculptors, writers, musicians, and | | |
| |traditional artists) in enriching the culture of the | | |
| |community. | | |
| | | | |
| |3.5.4 Identify factors that make the local community | | |
| |unique, including how the community is enriched through| | |
| |foods, crafts, customs, languages, music, visual arts, | | |
| |architecture, dance, and drama representing various | | |
| |cultures. | | |
| | | | |
| |3.5.5 Use community resources, such as museums, | | |
| |libraries, historic buildings, and other landmarks, to | | |
| |gather cultural information about the community. | | |
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