PROGRESSIVE DEVELOPMENT OF ESSENTIAL SOCIAL STUDIES …



PROGRESSIVE DEVELOPMENT OF ESSENTIAL SOCIAL STUDIES SKILLS

(Across Connecticut Social Studies Content Standards 1-15)

Social Studies Inquiry and Literacy Skills

Grade 3

|PROGRESSIVE DEVELOPMENT OF ESSENTIAL SOCIAL STUDIES SKILLS |

|(Across Connecticut Social Studies Content Standards 1-15) |

|Social Studies Inquiry and Literacy Skills |

|Big Idea: Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues. |

|Grades 3-5 |

|Social Studies Inquiry, Information and Communication Skills |Social Studies Interpersonal and Group Process Skills |Social Studies Critical Thinking and Problem Solving Skills |

|Enduring Understanding: |Enduring Understanding: |Enduring Understanding: |

|Information and inquiry skills allow us to collect, organize,|Interpersonal and group process skills enhance our ability to understand and work |Critical thinking and problem solving skills allow us to evaluate and |

|synthesize, and communicate information from multiple |effectively with others. |analyze information to make informed decisions and draw evidence-based |

|sources. | |conclusions. |

| |(2)Communicate content knowledge | |

|(2)Select a social studies topic and (4)ask questions to |(1)Listen to and (4)build upon the ideas of others |(2)Identify central issues and (4)formulate appropriate questions |

|(2)identify sub-topics |(3)Perform varied roles in groups |(4)Distinguish between fact and opinion |

|(2)Identify appropriate and varied primary and secondary |(2)Identify people who can provide needed information, (4)ask appropriate questions and |(4)Compare and (4)contrast ideas and concepts |

|sources |(1)record answers |(2)Identify main message and target audience |

|(2)Obtain information from a variety of print and electronic |BLOOM’S NEW TAXONOMY |(4)Compare advantages and disadvantages, (6)suggest solutions, (5)decide|

|sources |[pic] |appropriate course of action |

|(3)Use basic search skills |(1)Remembering(2)Understanding (3)Applying (4)Analyzing (5)Evaluating (6)Creating |(4)Investigate cause and effect relationships and their impact on |

|(2)Identify main idea and supporting evidence | |people, environments, and economic systems |

|(4)Distinguish between relevant and irrelevant information | |(2)Group human and natural events into broadly defined eras |

|(3)Use appropriate graphic organizers | |(2)Read and (3)interpret timelines, graphs, charts, tables and maps |

|(6)Create a product that (3)demonstrates understanding of | |(3)Use timelines, graphs, charts, tables and maps to (2)organize data |

|information | |(3)Assume and (3)portray others’ points of view |

|(3)Present product to an appropriate audience | | |

|Inquiry & Literacy Pacing Guide |

| |

|The following is a guide for choosing targeted objectives and assessing the students’ learning. These grade level expectations for Grades 3-5 are not to be taught in isolation. This guide identifies featured skills to be |

|assessed both formatively and summatively. Each assessment is cumulative, so all the expectations need to continue to spiral throughout the year with a new group of identified skills featured. |

|The * indicates a featured skill for the quarter. |

|The indicates continued instruction and possible assessment. |

|P indicates a prior grade’s GLE |

|Grade Level Expectations (GLE’s) — Grade 3 |

|Social Studies Inquiry, Information and Communication Skills |Social Studies Interpersonal and Group Process Skills |Social Studies Critical Thinking and Problem Solving Skills |

|Enduring Understanding: |Enduring Understanding: |Enduring Understanding: |

|Information and inquiry skills allow us to collect, organize, synthesize, and |Interpersonal and group process skills enhance our ability to |Critical thinking and problem solving skills allow us to evaluate and |

|communicate information from multiple sources. |understand and work effectively with others. |analyze information to make informed decisions and draw evidence-based |

| | |conclusions. |

|Students will: |

Strand

|Big Idea/ Enduring Understandings |Overarching Question/ Essential Questions(TBD) |CT Content Standards Listed

&

Priority Standards Powered & Highlighted(TBD) |Grade Level Concepts |Grade Level Activities/

Unit Pacing

(current curriculum)

(green shading = survey of grade level teachers) |Common Formative/ Summative Assessments

(TBD) |Resource Materials | |Local, United States and World History |Big Idea:

The study of historical eras, events, trends and themes shapes our understanding of the past, the present, and the future.

Enduring Understandings:

1. The history of the world can be organized into eras and the events that characterized them.

2. Certain trends and patterns can be seen in a variety of civilizations and transcend time and place.

|Overarching Question:

What are the characteristics of human behavior in different times, places, and circumstances?

Essential Questions:

(Teacher created & directed at the Enduring Understandings)

1.

2.

|Students will use Social Studies Inquiry & Literacy Skills to develop an understanding of: (Connecticut Social Studies Content Standards 2, 3)

Historical Eras and Events:

The history of the world can be organized into eras and the events that characterized them.

1. Demonstrate a familiarity with people, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, West Asia).

2. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries.

Historical Trends and Themes:

Certain trends and patterns can be seen in a variety of civilizations and transcend time and place.

1. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people.

2. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.

3. Describe some goods, products and ideas which were exchanged as the result of movement.

4. Describe the impact of various technological developments on the local community and on the nation; and

Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. |People in different times and places view the world differently.

• Ancient people made contributions that affect the present world.

• Europeans colonized North America for political, social, religious and economic reasons.

• The interaction between original inhabitants and explorers or immigrants can result in both conflict and cooperation.

• Patterns of continuity and change can be seen in the lives of people of various cultures from times long ago until today.

• A timeline can be used to mark significant historical developments at evenly spaced intervals.

• In grades pre-K to 4, the following historical topics should be examined in the context of the essential understandings of history:

⇨ Living and Working Together in Families and Communities, Now and Long Ago

⇨ The History of Our Towns and the State of Connecticut

⇨ The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to its Cultural,

⇨ Economic, and Political Heritage

⇨ The History of Peoples of many Cultures Around the World. |Common Grade 3 Social Studies Core Words (see district website)

First Semester

Unit I: OUR COMMUNITY

Second Semester

Unit II: MIDDLETOWN HISTORY

Obj.#1: Students will understand the history of Middletown & become familiar with the lifestyle of early settlers

Obj.#3: Students will explore the traditions, folktales & cultural diversity in our community

Third Semester

Unit III: MAP SKILLS

|Data Walls

|Unit II: MIDDLETOWN HISTORY

1. The Middletown Book – Kate Gilbert

2. A Brightly Colored Past: African Americans in Our Community’s History – Dione Longly

3. A Pictorial

History of Middletown – Elizabeth Warner

4. Lessons,

suggested books , readings , handouts & activities sheets: see curriculum guide

| |Geography |Big Idea:

Geographic locations, characteristics, patterns, and processes describe and explain the relationship and interactions between the physical environment and human activity.

Enduring Understandings:

1. Each place and region in the world has distinct physical and cultural characteristics that affect the people who live and travel there.

2. The location of each place can be described and identified.

3. Human and environment interactions change our lives. |Overarching Question:

How do the characteristics and location of a place or region help to identify and explain the impact of geography on people and their interaction with their physical environments?

Essential Questions: (Teacher created & directed at the Enduring Understandings)

1.

2.

3.

|Content Standards:

Students will use Social Studies Inquiry & Literacy Skills to develop an understanding of: (Connecticut Social Studies Content Standards 9, 10, 12)

Places and Regions:

Each place and region in the world has distinct physical and cultural characteristics that affect the people who live and travel there.

1. Explain how human and natural processes shape places.

2. Provide reasons why and describe how places and regions change and are connected.

3. Observe and describe how places and regions are identified, defined and bounded; and

4. Locate major physical and human features in the New England region and the United States.

Location:

The location of each place can be described and identified.

1. Demonstrate how Earth-Sun relationships shape climate and vegetation patterns.

2. Explain the factors that affect the location, distribution and associations of features of the physical environment.

3. Define local environmental features; and

4. Draw a simple map of continents and oceans.

Human and Environmental Interaction:

Human and environment interactions change our lives.

1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies.

2. Create information from maps, globes and geographic models in graphs, diagrams and charts.

3. Explain how human and natural processes shape places.

4. Explain ways in which humans use and interact with environments.

5. Identify locations of various economic activities and understand how physician and human factors influence them; and

6. Describe how and why physical and human systems function and interact and the consequences of these interactions. |Grade Level Concepts:

• Political maps, physical maps, and aerial photographs help us ask and answer questions about a local community.

• A compass rose and cardinal directions help us identify and describe the relative location of places.

• Maps can be read and interpreted by using the map title, map key, direction indicator, and symbols to answer questions about a local community.

• A number/letter grid system helps us locate physical and human features on a map.

• The location of the Equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres can be identified using maps and globes.

• The landforms, climate, vegetation, population and economic characteristics of a local community can be identified and described.

• Physical characteristics of the environment (i.e., landforms, bodies of water, climate and vegetation) affect and have been modified by the local community.

• People use systems of transportation and communication to move people, ideas, and products from place to place. |Grade Level Activities/

Unit Pacing:

Common Grade 3 Social Studies Core Words (see district website)

First Semester

Unit I: OUR COMMUNITY

Second Semester

Unit II: MIDDLETOWN HISTORY

Third Semester

Unit III: MAP SKILLS

Obj.#1: Students will be able to interpret a map & understand its legend

|CF/SA’S:

Data Walls

Go Ahead, Make My Map!

(Performance Task)

|Resources:

Unit III: MAP SKILLS

1. Nystrom

Program

| |Comparative Cultures |Big Idea:

The identity, behavior, and networks among groups of people influence cultural characteristics, cooperation, interdependence, and conflict with others.

Enduring Understandings:

1. The characteristics of cultural elements can be both common and distinct across groups of people.

2. The practices, products, and perspectives of a society impact people within and across the regions of the world.

3. People from diverse cultures interact and influence each other’s practices and products. |Overarching Question:

How do cultural characteristics influence the behavior of people in a region?

Essential Questions: (Teacher created & directed at the Enduring Understandings)

1.

2.

3.

| Content Standards:

Students will use Social Studies Inquiry & Literacy Skills to develop an understanding of: (Connecticut Social Studies Content Standards 4, 11)

Cultural Characteristics:

The characteristics of cultural elements can be both common and distinct across groups of people.

1. Exhibit curiosity and pose questions about the past when presented with artifacts records or other evidence of the past.

2. Seek historical background when confronted with problems and issues of the past, as well as of today’s world and their own lives.

3. Be active learners at cultural institutions, such as museums and historical exhibitions.

4. Display empathy for people who have lived in the past; and

5. Recognize relationships between events and people of the past and present circumstances, concerns and developments.

Cultural Contributions:

The practices, products, and

perspectives of a society impact people within and across the regions of the world.

1. Explain the patterns, distributions and relocations of people.

2. Identify the political, social and economic units of an area.

3. Understand the elements of culture and how they change.

4. Explain locations and characteristics of human settlements and how they have changed over time.

5. Describe the characteristics of a physical and a human system.

6. Locate places within their own and nearby communities in Connecticut; and

7. Locate major physical and human features in the New England region and the United States.

Diffusion:

People from diverse cultures interact and influence each other’s practices and products. |Grade Level Concepts:

• The cultural practices and products of the local community can be compared and contrasted with those of other communities in Connecticut, the United States and countries of the world.

• Every community has similar and different patterns of settlement over time.

|Grade Level Activities/

Unit Pacing:

Common Grade 3 Social Studies Core Words (see district website)

First Semester

Unit I: OUR COMMUNITY

Second Semester

Unit II: MIDDLETOWN HISTORY

Obj.#1: Students will understand the history of Middletown & become familiar with the lifestyle of early settlers

Obj.#3: Students will explore the traditions, folktales & cultural diversity in our community

Third Semester

Unit III: MAP SKILLS |CF/SA’S:

Data Walls |Resources:

Unit II: MIDDLETOWN HISTORY

1. Lessons, suggested books, readings, handouts & activities sheets: see curriculum guide

| |Government and Civics |Big Idea:

American democracy, one of numerous possible forms of government, is defined by the United States Constitution and includes numerous rights and responsibilities for its citizens.

Enduring Understandings:

1. Government in the United States allocates power and authority to protect the rights of individuals and to promote the common good.

2. United States citizens have certain rights and responsibilities

3. The government established by the Constitution embodies the purposes, values and principles of American democracy

4. The major elements of international relations and world affairs affect the security and well-being of the individual, the community, the state, and the nation. |Overarching Question:

What does it mean to be an informed and responsible citizen of the United States and the global community?

Essential Questions: (Teacher created & directed at the Enduring Understandings)

1.

2.

3.

4. |Content Standards:

Students will use Social Studies Inquiry & Literacy Skills to develop an understanding of: (Connecticut Social Studies Content Standards 5, 6, 7)

Government and Political Systems:

Government in the United States allocates power and authority to protect the rights of individuals and to promote the common good.

1. Define power and authority and how they evolve into government.

2. Describe the need for a limited government so that people can be treated fairly.

3. Define and describe government in terms of people and groups who apply and enforce rules and laws; and

4. Explain that it is important to limit government so that individual rights can be protected.

Rights and Responsibilities of Citizenship:

United States citizens have certain rights and responsibilities

1. Explain the meaning and important characteristics of citizenship in the United States.

2. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people.

3. Explain the importance of taking an active role in political leadership and public service in their school and community; and

4. Exercise political participation by discussing public issues, building consensus and becoming involved in politics.

US Constitution:

The government established by the Constitution embodies the purposes, values and principles of American democracy.

1. Explain the purposes of laws and the ideas and principles that make just laws.

2. Explain that individuals have rights and responsibilities to follow the law.

3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government.

4. Apply the process of how leaders are selected and how people monitor and influence decisions of their government; and

5. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights.

International Relations:

The major elements of international relations and world affairs affect the security and well-being of the individual, the community, the state, and the nation.

Describe ways in which communities and nations influence each other. |Grade Level Concepts:

• Rules and laws are important in a community.

• Government is the people or groups who make and enforce laws.

• Governments provide services to the people they represent.

• Conflicts can be resolved by a change in rules.

Citizenship has rights, responsibilities and privileges |Grade Level Activities/

Unit Pacing:

Common Grade 3 Social Studies Core Words (see district website)

First Semester

Unit I: OUR COMMUNITY

Obj.#1: Students will understand what a community is & how it works

Obj.#2: Students will be able to identify important community workers

Second Semester

Unit II: MIDDLETOWN HISTORY

Obj.#2: Students will familiarize themselves with Middletown’s city gov’t & understand the roles of Mayor & Common Council

Third Semester

Unit III: MAP SKILLS |CF/SA’S:

Data Walls |Resources:

Unit I: OUR COMMUNITY

1. Lessons, suggested books, readings, handouts & activities sheets: see curriculum guide

Unit II: MIDDLETOWN HISTORY

2. Lessons, suggested books, readings, handouts & activities sheets: see curriculum guide

| |Economics |Big Idea:

Economic reasoning skills and knowledge of major economic concepts, principles, issues, and systems allow people to make informed choices as producers, consumers, savers, investors, workers, and citizens in an interdependent world.

Enduring Understandings:

1. Limited resources affect choices by individuals, households, businesses, and governments.

2. The economic system in a region affects goods and services.

3. Economic interdependence affects the economic lives of people. |Overarching Question:

How do our resources, choices, and economic system affect our own lives and our interactions with others?

Essential Questions: (Teacher created & directed at the Enduring Understandings)

1.

2.

3.

|Content Standards:

Students will use Social Studies Inquiry & Literacy Skills to develop an understanding of: (Connecticut Social Studies Content Standards 13, 14, 15)

Limited Resources:

Limited resources affect choices by individuals, households, businesses, and governments.

1. Identify and give examples of resources; human, natural and capital, and explain how they are used; and

2. Explain why some countries are richer than others.

Economic Systems:

The economic system in a region affects goods and services.

1. Identify the three basic questions all economic systems must answer: What will be produced? How will it be produced? For whom will it be produced?

2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services; and

3. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it.

Economic Interdependence:

Economic interdependence affects the economic lives of people.

1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services; and

Describe how the exchange of good and services around the world creates interdependence among people in different places. |Grade Level Concepts:

• In our culture, money is one of the resources we can save or spend.

• People often must choose between saving and using (spending) the resources they have available to them.

• People must often save resources (money) until they have enough to must make choices about how to use the limited resources they have.

• A budget helps people decide how to prioritize and use the limited resources (money) they have.

• Banks offer a service people who want to save some of their money.

• Banks help us store and save money for trade and exchange.

• When people choose to spend money (resources) they must make purchasing decisions about various goods and services.

• Not all goods and services are of equal quality.

• Our money is more useful when we spend it on high quality goods and services

• An expert consumer uses criteria, questions, and evaluation to solve purchasing problems and make good decisions. |Grade Level Activities/

Unit Pacing:

Common Grade 3 Social Studies Core Words (see district website)

First Semester

Unit I: OUR COMMUNITY

Second Semester

Unit II: MIDDLETOWN HISTORY

Third Semester

Unit III: MAP SKILLS

|CF/SA’S:

Data Walls |Resources:

| |

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