3rd grade social studies - skyline · pdf file3rd grade social studies, 2010 curricular guide...

3rd Grade Social Studies, 2010 Curricular Guide 1

Trademarked Skyline Education, Inc., June 2010

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3rd Grade Social Studies




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An Introduction to Curriculum Mapping and Standards Log Objectives are mapped according to when they should be introduced and when they should be assessed throughout the block (K-8), or course (7-12). A record of when all objectives are introduced and assessed is to be kept through the course map and log, using the month, day, and year introduced. Objectives only have to be reviewed if assessment is not 80% students at 80% mastery. **In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction and a posttest.** The curriculum is standards-based, and it is the Skyline philosophy to use “Backwards Design” when lesson planning. Backwards Design starts with standards, and from there, an assessment is created in alignment with the standards; next, the instruction for that assessment and those standards is created. Also, all standards addressed for instruction and assessment should be visibly posted in the classroom, along with student-friendly wording of the objectives. Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are generally quick-assessments where the teacher can gauge whether or not student-learning is acquired. Curriculum binders are set up to have a master of each grade or content level, as well as a teacher’s copy, which is to serve as a working document. Teachers may write in the teacher’s binder to log standards, suggest remapping, adjust timing, and so on. The curriculum mapping may be modified or adjusted as necessary for individual students and classes, as well as available resources, within reason. Major changes are to be submitted to the school’s Professional Learning Community, Administration, and the Board. Any questions, please contact Meghan Dorsett, Director of Curriculum, Instruction, and Assessment, at [email protected], [email protected], C(480) 518-7664.

mailto:[email protected]

mailto:[email protected]




Suggested Methods of Activity and Instruction Teacher Modeling

Learning Centers

Learning Stations

Anchor Activities

Group Work

Small Group Discussion

Independent Study

Mentor Study

Think/Pair/Share

Total Physical Response

Graphic Organizers

Tiered Assignments

Literature Circles

Experiment

Rigor/Relevance: Quadrant “D” Learning

Drama/Skits/Plays

Arts Integration Projects

Simulations

Data Collection

Lecture

Whole Group Debate

Learning Games

Learning Contracts

Curriculum Compacting

Flexible Pacing

Self-Directed Learning

Problem-Based Learning

Conferencing

Seminars

Real-World Scenarios




Suggested Methods of Assessment FORMATIVE (Grades are not necessarily assigned for all formative assessments)

SUMMATIVE

Quick-write

Quick-draw

Verbal response

Asking questions

Interaction during activities

Pretests

Learning games

Web/Computer-based assessments

Homework/Class Work

Notes

Pop quizzes

Criteria and goal setting

Teacher observations

Self and peer assessment

Student record keeping

Graphic Organizers

Standardized Tests

State Assessments

Student Portfolio

Interdisciplinary projects

Student-Teacher conference narratives

Posttests

District/School/Course/Content tests

Chapter/Unit Tests




Curriculum Mapping/Pacing Guide for Block 1

Strand and Concept Performance Objectives, Block 1 Standards Log Summative Assessment

Strand 1: American History Concept 1: Research Skills for History

PO1: Use timelines to identify the time sequence of historical data. Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Recognize how archaeological research adds to our understanding of the past.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g. encyclopedias, biographies) to study people and events from the past.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Retell stories to describe past events, people and places. Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 1: American History Concept 3: Exploration and Colonization

PO1: Discuss technological advances (e.g., compass, astrolabe, printing press) that facilitated exploration of the New World.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Recognize that European countries explored the New World for economic and political reasons

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Discuss European explorers and their discoveries in the New World (e.g., Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, Hernan de Soto).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Recognize how European exploration affected Native Americans in the Eastern regions (e.g., way of life, loss of land).

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 1: American History Concept 6: Civil War and Reconstruction

PO 1. Recognize that there were issues (e.g., slavery, states’ rights, South seceded from the Union) associated with the Civil War.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO 2. Discuss contributions of people (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, Harriet Tubman, Sojourner Truth, Frederick Douglass) during the Civil War era.

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 1: American History Concept 7: Emergence of the Modern United States

PO 1. Discuss reasons (e.g., famine, political discord, religious persecution, economic opportunity) why people left their home country to start a new life in the United States

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO 2. Describe the experiences (e.g., new language, customs, opportunities, hardships) in immigrants’ lives after settling in the United States during the late 19th and early 20th centuries.

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 2: World History Concept 5 Encounters and Exchange (Note: Explorers such as Magellan and Marco Polo traveling to new places in the world was introduced in Kindergarten and Second Grade.)

PO1: Describe how the search for a Northwest Passage to Asia led to the exploration and settlement of Canada.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Discuss European global explorations (e.g., Columbus, Magellan, Henry Hudson, Vasco da Gama, Balboa). Connect with: Strand 1 Concept 3

Introduced

Assessed (80%@80%)

Reviewed

Formative






Strand 3: Civics/Government Concept 1: Foundations of Government

PO1: Describe national symbols and monuments that represent American democracy and values: a. Statue of Liberty b. Ellis Island c. Lincoln Memorial d. the U.S. Capitol

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Recognize that people in the United States have varied backgrounds but may share principles, goals, customs and traditions.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO 3. Describe how people in the community and state work together to achieve common goals.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Describe the significance of national holidays: a. Presidents’ Day b. Martin Luther King, Jr. Day c. Veterans’ Day d. Memorial Day e. Constitutional Day f. Labor Day

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 3: Civics/Government Structure of Government Concept 2:

PO1: Identify the three branches of State and National Government. a. Executive b. Legislative c. Judicial

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Recognize that there are different levels of government (e.g. local, tribal, county, state, and national).

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 3: Civics/Government Concept 3: Functions of Government

PO1: Identify the basic concept of how laws are made (e.g., law proposed, discussed, amended, voted on).

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 3: Civics/Government Concept 4: Rights Responsibilities, and Roles of Citizenship

PO1: Describe the rights and responsibilities of citizenship: a. good sportsmanship b. participation and cooperation c. rules and consequences d. voting

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Describe the importance of students contributing to the community (e.g. service projects, cooperating, volunteering).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Identify traits of character (e.g. honesty, courage, cooperation, respect, trustworthiness, responsibility, citizenship) that are important to the preservation and improvement of democracy

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 4: Geography Concept 2: Places and Regions

PO1: Locate major physical and human features from the content studied (e.g. Greece, Canada, Spain, United States) on maps and globes.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO 2: Describe how physical and human characteristics of places change form past to present.

Introduced

Assessed (80%@80%)

Reviewed

Formative




Curriculum Mapping/Pacing Guide for Block 3 Strand and Concept Performance Objectives, Block 3 Standards Log Summative

Assessment Strand 1: Concept 9 American History: Postwar United States (Note: Civil Rights leaders were introduced in Grade 1)

PO1: Recognize that individuals (e.g., Susan B.Anthony, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., Cesar Chavez, Annie Wauneka) have supported the rights and freedoms of others.

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 1: American History Concept 10: Contemporary United States

PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps)..

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Discuss the connections between current events and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 2: World History Concept 1: Research Skills for History

PO1: Use timelines to identify the time sequence of historical data. Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Recognize how archaeological research adds to our understanding of the past.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

Introduced

Assessed (80%@80%)

Reviewed

PO4: Retell stories to describe past events, people and places.





Strand 2: World History Concept 2: Early Civilizations

PO1: Recognize how government, (beginnings of democracy), mythology, art, architecture, and the Olympics in Ancient Greece contributed to the development of their own and later civilizations. Connect with: Reading Strand 2, Concept 2

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Discuss the contributions of teacher/philosophers (Socrates, Plato, Aristotle) whose thinking contributed to the development of their own and later civilizations.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Recognize how representative government, mythology, architecture (e.g. aqueducts), and language (e.g. Latin) in Ancient Rome contributed to the development of their own and later civilizations.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Discuss the contributions of political and military leaders or Ancient Rome (e.g. Julius Caesar, Augustus, Constantine) whose actions influenced their own and later civilizations.

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 2: World History Concept 9: Contemporary World

PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

Introduced

Assessed (80%@80%)

Reviewed

Formative






Strand 4: Geography Concept 1: The World in Spatial Terms

PO1: Discuss that different types of maps (e.g., political, physical, thematic) serve various purposes).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Interpret political and physical maps using the following elements: a. alpha-numeric grids b. title c. compass rose – cardinal and intermediate directions d. symbols e. legend f. scale

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Construct a map of a familiar place (e.g., school, home, neighborhood or fictional place) that includes a title, compass rose, symbols and legend.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Construct maps using symbols to represent human and physical features.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO5: Construct charts, and graphs to display geographic information.

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 4: Geography Concept 1: The World in Spatial Terms

PO6: Recognize characteristics of human and physical features: a. physical - continent, ocean, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, peninsula b. human - Equator, Northern and Southern Hemispheres, North and South Poles, city.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO7: Locate physical and human features using maps, illustrations, images or globes a. physical – seven continents, four oceans, river, lake, mountain range, coast sea, desert, gulf, bay, strait, peninsula b. human – Equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 4: Concept 3 Geography: Physical Systems (Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.)

Connect with: Science Strand 3 Concept 1 Describe major factors that impact human populations and the environment. Science Strand 4 Concept 3 Explain the relationships among plants and animals in different environments. Science Strand 4 Concept 4 Describe ways species adapt to environments and what happens if they cannot adapt. Science Strand 6 Concept 1 Identify the basic properties of earth materials (rocks, fossils, layers of the earth).

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 4: Geography Concept 4: Human Systems

PO1: Describe changes over time in transportation (e.g., animal, boat, train, motorized vehicle, aircraft).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Describe changes over time in communication networks (e.g. telegraph, telephone, postal, internet).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Recognize there are differences in political units and hierarchies (e.g., community, city, county, state, country, continent).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO4: Describe the cultural elements of a community or nation (e.g., food, clothing, housing, sports, customs, beliefs) in areas studied.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO 5 Discuss that Ancient Civilizations have changed from past to present.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO6: Discuss the major economic activities and land use patterns (e.g., harvesting natural resources, agricultural, industrial, residential, commercial, recreational) of areas studied.

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 4: Geography Concept 5: Environment and Society

PO1: Identify ways (e.g., farming, building structures and dams, creating transportation routes, overgrazing, mining, logging) in which humans depend upon, adapt to, and impact the earth

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Describe ways of protecting natural resources. Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Identify resources that are renewable, recyclable, and non-renewable.

Introduced

Assessed (80%@80%)

Reviewed

Strand 4: Geography Concept 6: Geographical Applications

PO 1. Discuss geographic concepts related to current events. Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).

Introduced

Assessed (80%@80%)

Reviewed

Formative





Strand 5: Economics Concept 1: Foundations of Economics

PO1: Identify how scarcity requires people to make choices due to their unlimited wants and needs.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO2: Identify opportunity costs in personal decision-making situations.

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO3: Identify goods and services (e.g., fire and police protection, immunizations, library) provided by local government

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 5: Economics Concept 1: Foundations of Economics

PO4: Give examples of trade in the local community (e.g., farmers supply the grocer).

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO5: Discuss reasons (e.g., labor, raw materials, energy resources) why some goods are made locally and some are made in other parts of the United States and world. Connect with: Strand 1 Concept 6 Strand 4 Concept 4

Introduced

Assessed (80%@80%)

Reviewed

Formative

PO6: Discuss how producers use natural, human, and capital resources to create goods and services.

Introduced

Assessed (80%@80%)

Reviewed

Formative

Strand 5: Economics Concept 5: Personal Finance

PO1: Discuss costs and benefits of personal spending and saving choices.

Introduced

Assessed (80%@80%)

Reviewed

Formative




Online Resources for Content AZ/ADE Comprehensive Links for AIMS, Standards, Vision, Vocabulary, Rubrics, etc.: http://www.ade.az.gov/K12Literacy/langarts.asp Arizona ELP Information and Standards: http://www.ade.state.az.us/oelas/

Online Resources for Instructional Methods Rigor and Relevance Framework: http://www.leadered.com/rrr.html http://rigor-relevance.com/ http://www.edteck.com/wpa/index.htm www.leadered.com/pdf/Academic_Excellence.pdf 21st Century Leaner: http://www.ala.org/ http://www.p21.org/ http://dpi.wi.gov/cal/iecouncil.html Character Education: http://goodcharacter.com/ http://charactercounts.org/ http://www.ade.state.az.us/charactered/ Bloom’s Taxonomies: http://www.nwlink.com/~Donclark/hrd/bloom.html Multiple Intelligences: http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.infed.org/thinkers/gardner.htm http://literacyworks.org/mi/assessment/findyourstrengths.html Project-based Learning: http://www.edutopia.org/project-based-learning-research http://pblchecklist.4teachers.org/ http://en.wikipedia.org/wiki/Project-based_learning http://www.pbl-online.org/ http://www.bie.org/index.php/site/PBL/overview_pbl/ http://www.edutopia.org/project-based-learning-research Power Point Games: http://jc-schools.net/tutorials/PPT-games/

http://www.ade.az.gov/K12Literacy/langarts.asp

http://www.ade.state.az.us/oelas/

http://www.leadered.com/rrr.html

http://rigor-relevance.com/

http://www.edteck.com/wpa/index.htm

http://www.leadered.com/pdf/Academic_Excellence.pdf

http://www.ala.org/

http://www.p21.org/

http://dpi.wi.gov/cal/iecouncil.html

http://goodcharacter.com/

http://charactercounts.org/

http://www.ade.state.az.us/charactered/

http://www.nwlink.com/~Donclark/hrd/bloom.html

http://www.thomasarmstrong.com/multiple_intelligences.htm

http://www.infed.org/thinkers/gardner.htm

http://literacyworks.org/mi/assessment/findyourstrengths.html

http://www.edutopia.org/project-based-learning-research

http://pblchecklist.4teachers.org/

http://en.wikipedia.org/wiki/Project-based_learning

http://www.pbl-online.org/

http://www.bie.org/index.php/site/PBL/overview_pbl/

http://www.edutopia.org/project-based-learning-research

http://jc-schools.net/tutorials/PPT-games/

3rd grade social studies - skyline · pdf file3rd grade social studies, 2010 curricular guide...

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