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 |

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|BIG IDEA |

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|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 |

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|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. |

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|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. |

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| |

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|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 |

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|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. |

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|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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