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Troup County School System

Social Studies Curriculum Map

Third Grade~ Unit 1

Each underlined standard/element is a direct link to formative assessment examples.

Roots of Our Democracy / Our Government / Geography / Paul Revere/ Frederick Douglass

GMAS Content Weights: History - 30%, Geography 20%, Government/Civics 30%, Economics 20%

Informational Process Skills:

2. Organize items chronologically

4. Distinguish between fact and fiction

5. Identify main idea, details, sequence of events, and cause and effect

11. Draw conclusions and make generalizations

13. Translates dates into centuries, eras, or ages

Map Skills

3. Use a letter/number grid system to determine location

5. Use inch to inch map scale to determine distance on map

7. Use a map to explain impact of geography on historical and current events

9. Use latitude and longitude to determine location

Pacing: Introduction to Social Studies/Build rituals and routines about 3 days

Roots of Our Democracy about 7 days, Geography about 8 days, Paul Revere about 7 days, Frederick Douglass about 7 days, Economics about 5 days, Review about 4 days

Roots of Our Democracy about 7 days

GPS Standards

Understand

Know

Be Able To

System Resources

Roots of Our Democracy

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

Beliefs and Ideals

a. Identify the influence of Greek architecture (columns on the Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present.

Roots of Our Democracy

SS3H1

How did Greek architecture influence columns on American government buildings?

How does the present day Olympics compare to ancient

Roots of Our Democracy

SS3H1

Architecture

Ionic

Doric

Corinthian

Columns

Parthenon

Supreme Court Building

Roots of Our Democracy

SS3H1

a.(DOK1) Identify the influence of Greek architecture, law, and the Olympic games on the present

a.(DOK 3) Explain how Greek architecture influenced American architecture (Identify Doric, Ionic and Corinthian columns found on US buildings-US Supreme Court Building)

a.(DOK 2) Compare the beginning of the Greek Olympic games and discuss their influence today

Roots of Our Democracy

SS3H1

Best Practices Example Lesson Plan Ancient Greece

Activators

Discovery Education:

Americas Roots (3:34)

We Are From: Greece (11:06)

Virtual Tour of Lincoln Memorial point out different types of columns

I Do/We Do

GADOE Frameworks Foundations of USA

a.(DOK2) Describe the Ancient Greek legal system and how it influenced the American legal system

a.(DOK 2) Identify ways the Greek form of government influenced US government

Georgia Experience:

*Chapter 1 Ancient Greece

*Chapter 2 Map Skills (SS3H1)

Georgia Studies Weekly:

*Week 1

*Week 2

Lincoln Memorial architecture

Brainpop: Olympics

H1 Greek Influence flipchart

Brainpop: Democracy

3 Branches of Gov't

You Do

H1.c Democracy: Direct / Representative

Assessments

Georgia Studies Weekly Teacher Resource pages 7-10 Olympics

Georgia Studies Weekly Teacher Resource (White Booklet) pages 11-14 Democracy and maps

Click here for other lessons and resources

b. Explain the ancient Athenians idea that a community should choose its own leaders.

How does direct democracy differ from representative democracy?

Democracy Representative democracy Direct democracy Greece

b.(DOK 3) Explain why Athenians wanted to choose their leaders

c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy.

What influence did ancient Greek democracy have on the modern democracy in the US?

What is a republican form of government?

c.(DOK 2) Compare and contrast representative democracy versus a direct democracy

SS3G1 The student will locate major topographical features.

Location

d. Locate Greece on a world map.

SS3G1

Where is Greece located in relation to the United States?

SS3G1

d.(DOK 1) Locate Greece on a World map

US Geography about 8 days

GPS Standards

Understand

(Essential Question)

Know

Be Able To

(Matches EQ)

System Resources

SS3G1 The student will locate major topographical features.

Location a. Identify major rivers of the United States of America: Mississippi River, Ohio River, Rio Grande River, Colorado River, Hudson River.

Geography

SS3G1

Where is the Mississippi River?

Where is the Ohio River?

Where is the Rio Grande River?

Where is the Colorado River?

Where is the Hudson River?

Geography

SS3G1

Mississippi River

Ohio River

Rio Grande River

Colorado River

Hudson River

Geography

SS3G1

a.(DOK 1) Locate the Mississippi River, Hudson River, Colorado River, Ohio River and Rio Grande River on the map

Best Practices Example Lesson Plan Geography

Activators

G1.a,b Review mnemonic

G1.a,b U.S. Rivers Mountain Ranges powerpoint

I do/We do

Georgia Experience: map skills

Chapter 2

Chapter 3

Georgia Studies Weekly:

Week 8

Week 9

G1 Geography - powerpoint

G1 Major Rivers and Mountains -review powerpoint

G1.a,b U.S. Map with mnemonic

You do

Students use blank anchor chart map to identify rivers and mountains

Assessment

Studies Weekly Teacher Resource Q2

Frameworks Lessons from GA DOE

G1 Global Knowledge flipchart

Click here for other lessons and resources

b. Identify major mountain ranges of the United States of America: Appalachian, Rocky

Where are the Appalachian Mountains?

Where are the Rocky Mountains?

Appalachian Mountains

Rocky Mountains

b.(DOK 2) Locate and describe the Appalachian Mountains and Rocky Mountains

c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.

Where is the equator? Prime meridian?

What is latitude and longitude?

How does latitude and longitude help you locate places on a map?

Globe

Equator

Prime Meridian

Longitude

Latitude

c.(DOK 1)Locate the Equator

c.(DOK 1)Locate the Prime Meridian

c.(DOK 1) Define latitude and longitude

c.(DOK 1) Identify lines of latitude and longitude

Paul Revere (Independence) about 7 days

GPS Standards

Understand

(Essential Question)

Know

Be Able To

(Matches EQ)

System Resources

Paul Revere

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a. Paul Revere (independence)

Paul Revere

SS3H2

Who was Paul Revere?

How did Paul Revere impact US democracy?

How did Paul Revere impact our culture?

Paul Revere

SS3H2

IndependenceSons of Liberty

Boston Tea Party

Patriots

Colony

Midnight Ride

Paul Revere

SS3H2

a.(DOK 1 )Describe characteristics of Paul Revere

a.(DOK 2) Explain the impact that Paul Revere had on the US democracy (freedom from England, events that led to the Revolutionary War)

Paul Revere

SS3H2

Best Practices Example Lesson Plan Paul Revere

Activators

Paul Revere House website

Paul Revere video

Paul Revere - narrative chain

Paul Revere - graphic organizer for narrative chain

I do/We do

Georgia Studies Weekly:

Week 3

1000 Readers #12

H2 Paul Revere flipchart

Georgia Experience:

Chapter 5

Various Paul Revere activities - website

Resources continued on the next page

Conflict and Change

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them

What obstacles did Paul Revere have to overcome?

Liberty

Democracy

Taxes

Representation

Courage

Social barriers

Character traits

Declaration of Independence

Constitution

Revolutionary War

b.(DOK 2) Explain the obstacles that Paul Revere had to overcome and how did he overcome them(ex. death of father, captured by British, etc. overcame by using character traits of courage, independence, liberty and leadership)

a.b.(DOK 2) Describe how Paul Revere showed the character traits of leadership, diligence, cooperation and courage(Midnight Ride, Sons of Liberty, Boston Tea Party, American Revolution)

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.

Individuals, Groups, and Institutions

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

SS3CG2

What character traits describe Paul Revere and why?

You Do

H2, CG2, G2 Paul Revere graphic organizer

Assessments

Studies Weekly Teacher Resource pages 15-18

H2, CG2 American Heroes Anchor Chart - complete Paul Revere section

Frameworks Lessons from GA DOE

Click here for other lessons and resources

b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

How did Paul Revere demonstrate independence?

c. Explain how the historical figures in SS3H2a chose when to respect and accept authority

c.(DOK 2) Explain how Paul Revere chose to respect and accept authority while working for social change

Paul Revere

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Location a. Identify on political map specific locations significant to the life and times of these historic figures.

Paul Revere

SS3G2

Where did Paul Revere live?

Paul Revere

a.(DOK 1) Locate where Paul Revere, lived, worked and traveled on the map (Boston, Lexington and Concord)

Conflict and Change b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

What opportunities did Paul Revere have because of where he lived?

How did the place where Paul Revere lived effect the choices he could make?

How did Paul Revere impact our culture?

b.(DOK 2) Discuss how Pauls life was influenced by being a patriot in Boston, a messenger, a member of the Sons of Liberty and a silversmith

b.(DOK 2) Describe how Revere adapted to and was influenced by his environment (colonization and the desire to break away from England, the influence this had on the colonists

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

Location d. Trace examples of travel and movement of these historic figures and their ideas across time.

c.e.(DOK 2) Discuss where Paul Revere lived and worked and how it impacted his life, others and our country

Conflict and Change e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

Frederick Douglass about 7 days

(Civil Rights)

GPS Standards

Understand

(Essential Question)

Know

Be Able To

(Matches EQ)

System Resources

Frederick Douglass

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a. Frederick Douglass (civil rights)

Conflict and Change

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Frederick Douglass

SS3H2

How did Frederick Douglass work to improve expand peoples rights and freedoms?

What was the political climate during Frederick Douglasss time?

Frederick Douglass

SS3H2

Frederick Douglass

Civil rights

Slavery

Anti-slavery

Abolitionist

Courage

Leadership

Diligence

Freedom of conscience and expression

Frederick Douglass

SS3H2

a.(DOK 2 )Discuss how Frederick Douglass worked to expand the rights and freedoms of Americans democracy (civil right, anti-slavery)

b.(DOK 2) Discuss the obstacles Frederick Douglass had to overcome (ex. beaten for learning to read, escaped from slavery, etc.)

Frederick Douglass

SS3H2, SS3CG2

Best Practices Example Lesson Plan Frederick Douglass

Activators

Frederick Douglass (1:33)- video (can be used as an activator or summarizer)

Frederick Douglass Quote display when you are discussing Douglass learning to read

Frederick Douglass anticipation guide

Famous American Rap begin with Douglass

Brain Pop Frederick Douglass

Frederick Douglass (4:03) video (can be used as an activator or summarizer)

I Do/ We do

Frederick Douglass flipchart

Frederick Douglass location

Be sure to identify these locations on your United States classroom map as well.

Frederick Douglass interactive American Heroes Series Biography

Frederick Douglass biography response sheet (to be used during or after reading interactive biography)

*Students should make a graphic organizer to record important information

Frederick Douglass

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.

Individuals, Groups, and Institutions

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

Frederick Douglass

SS3CG2

What social barriers did Frederick Douglass have to overcome? How did he overcome them?

How does Frederick Douglass exhibit positive character traits?

Frederick Douglass

a.b.(DOK 2) Describe how Frederick Douglass showed leadership, diligence, cooperation and courage (escaped slavery, learned to read, North Star, abolitionist)

a.b.(DOK 2) Discuss how Frederick Douglass belief in freedom of conscience and expression impacted his actions.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Location

a. Identify on a political map specific locations significant to the life and times of these historic figures.

Conflict and Change

b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

SS3G2

Where was Frederick Douglass raised?

What examples of travel and movement were significant during Frederick Douglass lifetime?

How did growing up in the south affect Frederick Douglass feelings about how different groups of people were treated?

a.b.d.(DOK 1) Locate where Frederick Douglass lived, worked and traveled on the map (southeast to northeast)

c.(DOK2) Describe how Frederick Douglass belief in liberty was influenced by his environment (born a slave, ran away, worked against slavery)

Georgia Experience:

Chapter 6

Georgia Studies Weekly:

*Week 5

1000 Readers #101

Frederick Douglass narrative chain

Frederick Douglass narrative chain graphic organizer

You do

Frederick Douglass character trait organizer

Frederick Douglass anchor chart

Frederick Douglass graphic organizer

Assessment

Georgia Studies Weekly Teacher Resource Pages 23-26

H2, CG2 American Heroes Anchor Chart - complete Frederick Douglass section

After teaching Frederick Douglass, add his picture to your classroom timeline.

Frameworks Lessons from GA DOE

Click here for other lessons and resources

Frederick Douglass

Location

d. Trace examples of travel and movement of these historic figures and their ideas across time.

Conflict and Change

e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

Frederick Douglass

How was Fredrick Douglass influenced by his environment?

How did where Frederick Douglass live impact his cultural identification?

Frederick Douglass

e. Describe how the region that Douglass lived affected his life and cultural identification

Economics

Economics: Goods and Services Provided by the Government (E2) about 5 days

GPS Standards

Understand

(Essential Question)

Know

Be Able To

(Matches EQ)

System Resources

Production, Distribution, Consumption

SS3E2 The student will explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.

(Note: In Kindergarten, students explained that people earn income by exchanging their human resources for wages or salaries. In 1st grade, they identified goods that people make and services they provide. In 2nd grade, they identified ways in which goods and services are allocated. New learning is to explain that government provides certain goods and services and pays for these through taxes.)

Economics

SS3E2

What are the 3 levels of government?

What kinds of goods and services does our local government provide?

What kinds of goods and services does our national government provide?

Why do we have to pay taxes?

Economics

SS3E2

Market economy

Taxes

Schools

Libraries

Roads

Police

Fire

Military

Public

Private

Goods

Services

Local

National

Labor

Sales tax

Property tax

Income tax

National level

State level

Local level

Economics

SS3E2

(DOK1) Define a market economy

(DOK 2) Distinguish between goods and services.

(DOK2) Compare goods provided by local government and the national (federal) government

(DOK2) Compare services provided by the local government and the national government

(DOK2) Explain how the government uses money generated through tax collection to pay for goods and services

Economics

SS3E2

Best Practices Example Lesson Plan Economics Q1

Activator

Tax Man Max video activator

BrainPop Goods & Services

I do/ We do

Georgia Experience:

Chapter 16 (Your Taxes at Work)

Georgia Studies Weekly:

*Week 16

Tax Man short Readers Theatre

Discovery Education:

Taxes (1:08)

You do

Paying for Community Services - activity

Assessment

Georgia Studies Weekly Teacher Resource

Frameworks Lessons from GA DOE

Click here for other lessons and resources

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