PLEASANT VALLEY SCHOOL DISTRICT
PLEASANT VALLEY SCHOOL DISTRICT
PLANNED COURSE CURRICULUM GUIDE
SOCIAL STUDIES
Grade 3
I. COURSE DESCRIPTION AND INTENT:
II. INSTRUCTIONAL TIME:
Class Periods: 6 per 6-day cycle
Length of Class Periods (minutes):
Length of Course:
Unit of Credit:
Updated: 6-2013
|COURSE: Social Studies |GRADE(S): 3 |
|STRAND: Civics and Government |TIME FRAME: |
|PA ACADEMIC STANDARDS |
| |
|5.1 Principles and Documents of Government |
|5.2 Rights and Responsibilities of Citizenship |
|5.3 How Government Works |
|5.4 How International Relationships Function |
| |
|BIG IDEA |
| |
|Government encompasses the civil rights and responsibilities of citizenship and laws, and why they are important in the home, |
|classroom, community, Pennsylvania, and the United States. |
|RESOURCES |
| |
|Houghton Mifflin CORE Reading Program |
|Trade Books |
|Scholastic News |
|Related Videos |
|OBJECTIVES |
|The learner will identify what the Constitution is and state why it is important to us. |
| |
|The learner will sequentially follow how laws are made within our U.S. government. |
| |
|The learner will identify different roles and responsibilities of being a U.S. citizen. |
|ESSENTIAL CONTENT |
|The learner will identify what the Constitution is and state why it is important to us. |
|Follow the rules of the classroom and school (PAWS) to remain safe. |
|Relate the meaning of the U.S. constitution with the reason we need class and school rules. |
| |
|The learner will sequentially follow how laws are made within our U.S. government. |
|Recognize and identify that all Laws begin as an idea. |
|Recognize the Legislative Branch of government as the Lawmakers. |
|Name the Lawmakers as Congress ( House of Representatives and the Senate). |
| |
|The learner will identify different roles and responsibilities of being a U.S. citizen. |
|Define citizen. |
|Define Election Day and the following related terms: democracy, government, Congress, candidate, campaign, representative, media, |
|poll, vote, president, elect, election, and majority. |
|State the voting age of 18. |
|Define Jury Duty and describe the responsibility of a jury. |
| |
| |
| |
|INSTRUCTIONAL STRATEGIES |
|Write rules for the classroom and label them Classroom Constitution. |
|View School House Rock: I’m Just A Bill |
|Working in small groups, named committees, create an idea and pass it on to proper authorities to try and make a difference within |
|the school, classroom, or bus. |
|Brainstorm reasons why we should vote and consequences if we choose not to vote. |
|ASSESSMENTS |
| |
|Quarterly Benchmark Test |
|Teacher Observation |
|CORRECTIVES/EXTENSIONS |
| |
|Organize and implement a mock trial. |
|Organize and implement a mock election. |
|COURSE: Social Studies |GRADE(S): 3 |
|STRAND: Economics |TIME FRAME: |
|PA ACADEMIC STANDARDS |
| |
|6.1 Economic Systems |
|6.2 Markets and the Functions of Government |
|6.3 Scarcity and Choice |
|6.4 Economic Interdependence |
|6.5 Work and Earnings |
|BIG IDEA |
| |
|Economics provides citizens the opportunity to work and earn money and distinguish between needs and wants and how to acquire them |
|from various resources. |
|RESOURCES |
| |
|Houghton Mifflin CORE Reading Program |
|Trade Books |
|Scholastic News |
|Related Videos |
|OBJECTIVES |
|The learner will be able to recognize events in History when goods were traded for money or other goods. |
| |
|The learner will relate careers and occupations to our economy needs. |
| |
|The learner will provide a variety of consumer choices. |
|ESSENTIAL CONTENT |
| |
|The learner will be able to recognize events in History when goods were traded for money or other goods. |
| |
|State events in History showing these trades or exchanges (Columbus Day, Labor Day, Early Settlers) |
|Review a time line demonstrating the increase of the production of goods with the machine age, leading to Labor Unions, and Labor |
|Day. |
| |
|The learner will relate careers and occupations to our economy needs. |
|Compare wants and needs. |
|Compare goods and services. |
|Compare volunteer and paid employment. |
| |
|The learner will provide a variety of consumer choices. |
|Explain PBS (Positive Behavior Support) – cashing in PAW tickets. |
|Explain School Store – discussing needs and wants. |
|Discuss cafeteria choices – having opportunities every morning to choose. |
| |
|INSTRUCTIONAL STRATEGIES |
|Review and practice PAWS daily, rewarding students with PAWS tickets. |
|Provide lunch choices daily in the morning for students to make a choice. |
|Name a variety of occupations/careers. |
|Use a variety of reading materials to describe the sequence of History which changed our economy through the years. |
|Describe times throughout History that has demonstrated production and trading of goods. |
|Demonstrate the exchange of money for goods and services (PBS, School Store and Cafeteria). |
|ASSESSMENTS |
| |
|Quarterly Benchmark Test |
|Teacher Observation |
|CORRECTIVES/EXTENSIONS |
| |
|Create time lines of events throughout History which changed U.S. economy. |
|Research salaries of various careers/occupations and compare the differences from past to present. |
|COURSE: Social Studies |GRADE(S): 3 |
|STRAND: Geography |TIME FRAME: |
|PA ACADEMIC STANDARDS |
| |
|7.1 Basic Geography Literacy |
|7.2 Physical Characteristics of Places and Regions |
|7.3 Human Characteristics of Places and Regions |
|7.4 The Interactions Between People and Places |
|BIG IDEA |
| |
|Geography is used to explain the physical and human characteristics of places and regions and the impact of physical systems on |
|people. |
|RESOURCES |
| |
|Houghton Mifflin CORE Reading Program |
|Trade Books |
|Scholastic News |
|Related Videos |
|OBJECTIVES |
|The learner will identify and apply basic map skills when using various maps and globes. |
| |
|The learner will demonstrate an understanding of the geography of the United States. |
| |
|The learner will identify basic global geography. |
| |
|The learner will demonstrate an understanding of personal geography. |
| |
|The learner will demonstrate an understanding of the differences in various landforms. |
|ESSENTIAL CONTENT |
|The learner will identify and apply basic map skills when using various maps and globes. |
|Define a map and locate specific place on a map. |
|Compare the differences between a photograph and a map. |
|Make a simple map. |
|Define a globe. |
|Identify land and water areas on a globe. |
|State that about one-fourth of the earth’s surface is covered with land. |
|Label the major directions (N.E.S.W.). |
|Define and use a compass rose to identify the cardinal and intermediate directions. |
|Use map keys and symbols. |
|Define and use a map scale. |
| |
|The learner will demonstrate an understanding of the geography of the United States. |
|State there are 50 states. |
|Identify on a map the three largest (Alaska, Texas, California) and three smallest (Rhode Island, Connecticut, Delaware) states. |
|Name Hawaii and Alaska as the two states not connected to the mainland. |
|Identify Hawaii as an island. |
|Locate PA on a U.S. map. |
|Locate and name Pennsylvania’s neighboring states. |
| |
|The learner will identify basic global geography. |
|Locate and define the Equator. |
|Locate and define the North and South Poles. |
|Identify the location of the Prime Meridian and the four hemispheres. |
|Name, locate and label the seven continents. |
|Name, locate and label the four major oceans. |
| |
|The learner will demonstrate an understanding of personal geography. |
|Define a town, state, country, continent and planet. |
|Name their own town, state, country, continent and planet. |
|Verbalize own physical address. |
| |
|The learner will demonstrate an understanding of the differences in various landforms. |
|Define and identify the following landforms: lake, hill, gulf, ocean, continent, coast, sea, mountain, river, peninsula, bay, |
|valley, island, plain, bay, coast, and sea. |
|Identify, locate and define on a map the physical features of coastline and border. |
|Identify and locate the Rocky and Appalachian Mountain ranges on a map. |
| |
| |
| |
|INSTRUCTIONAL STRATEGIES |
| |
|Create a map (classroom, school, bedroom, house). |
|Make a direction circle, labeling N, S, E, W. |
|Locate, label and color the largest and smallest states on the U.S. map. |
|Locate, label and color PA and its neighboring states on a blank U.S. map. |
|Create a postcard from each of PA’s bordering states. |
|On a blank world map, locate and label the Equator, Prime Meridian, four Hemispheres, 7 continents, 4 major oceans, North and South|
|Poles. |
|Create a visual on which students label their town, state, country, continent and planet in which they live. |
|Soften play dough and make landforms in paper plates. |
|Make a flipbook or pop-up book that defines and illustrates each landform. |
|Locate and label Rocky and Appalachian Mountain ranges on a map. |
|ASSESSMENTS |
| |
|Quarterly Benchmark Test |
|Teacher Observation |
|CORRECTIVES/EXTENSIONS |
| |
|Label directions on student desks. |
|Create a scavenger hunt using major and intermediate directions. |
|Write State Reports – using an outline master. Have students prepare and share a state report. |
|Locate and identify all 50 states. |
|Paper plate model of the earth using patterns of the eastern and western hemispheres. |
|Plan a trip to another hemisphere. |
|State the town, state, country, continent, and planet in which they live. |
|Write a letter, address the envelope, and mail it to a parent or relative. |
|Salt/flour relief map. |
|Compare and contrast the landforms of different geographic counties. |
|COURSE: Social Studies |GRADE(S): 3 |
|STRAND: History |TIME FRAME: |
|PA ACADEMIC STANDARDS |
| |
|8.1 Historical Analysis and Skills Development |
|8.2 Pennsylvania History |
|8.3 United States History |
|8.4 World History |
|BIG IDEA |
| |
|Historical contributions and events continue to influence and impact individuals in Pennsylvania, the United States and the World. |
|RESOURCES |
| |
|Houghton Mifflin CORE Reading Program |
|Trade Books |
|Scholastic News |
|Related Videos |
|OBJECTIVES |
|The learner will state when and why special days are observed. |
| |
|The learner will name the first, sixteenth and current president of the United States and tell at least five differences between |
|each of the individuals. |
| |
|The learner will write and present a United States, state research report. |
|ESSENTIAL CONTENT |
| The learner will state when and why special days are observed. |
|Name and explain the meaning of the following special days: Labor Day, Constitution Day, Columbus Day, Election Day, and |
|President’s Day. |
| |
|The learner will name the first, sixteenth and current president of the United States and tell at least five differences between |
|each of the individuals. |
|Define President and describe as a leader of our country. |
|Recognize and identify George Washington, Abraham Lincoln and the current president of the U.S. |
|Recognize the White House and Capitol building and describe the function of each. |
|Locate Washington, D.C. on the United States map. |
| |
|The learner will write and present a United States, state research report. |
|Identify the state’s capitol, symbols, statehood, governor, explorers and landmarks. |
|Present the report to the class. |
| |
|INSTRUCTIONAL STRATEGIES |
|Use various reading materials, posters, and audio-visual supplies pertaining to the important holidays/events/presidents/places to |
|provide opportunity for research and classroom discussions. |
|Provide a time line of events to gain an understanding of sequence through history. |
|ASSESSMENTS |
| |
|Quarterly Benchmark Test |
|Teacher Observation |
|CORRECTIVES/EXTENSIONS |
|Label a yearly planning calendar of these special days and events. Illustrate each event. |
|Create a time line of events, labeling the year and naming the event. |
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