course title: social studies grade: 3 - · pdf filecourse title: social studies grade: 3 ......

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Social Studies

Grade: 3

Board of Education Adoption Date: November 10, 2014

Document F #4

Freehold Borough Board of Education

Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President

Mr. Paul Ceppi

Mrs. Susan Greitz

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

James Strimple, Interim School Business Administrator

Cheryl Young, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

Will Smith, Principal – Freehold Learning Center

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to

flourish

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and

psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

Freehold Borough School District Social Studies – Grade 3

5

Pacing Guide (Scope & Sequence – M43, M44)

Marking Periods:

Main Topics Covered:

Marking Periods 1:

People in Communities: o People Move From Place to Place o Celebrations

Histories of Communities: o Communities and Their Histories

Marking Periods 2:

Histories of Communities: o Technology Changes Communities

Communities at Work: o Making Choices o Making Goods


6

Content Guide Grade 3 – Social Studies Unit: People in Communities Marking Period 1

Big Idea: People Move from Place to Place 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities

Standards: Content Statement: Immigrants can become and obtain the rights of American citizens. Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation. 6.1.4.A.13 Describe the process by which immigrants become United States citizens. 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today. 6.1.4.A.13 Describe the process by which immigrants become United States citizens.

Student Learning Objectives: Suggested Activities: Assessment Model/ Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities

Discuss ways that cultural groups are alike and different and ways that they work together and cooperate.

Describe and explain that Americans are people of diverse and ethnic origins, customs, and traditions.

Identify ways that people form communities.

Identify the importance of voting as a civic responsibility.

Identify and interpret visual maps using compass rose and cardinal and intermediate directions.

Meets Standard: Have students make a list of 10 opportunities their school or communities offers. Then ask the students to rank the opportunities based on their importance. Have students bring in pictures of family members from the past, if possible – create a Venn diagram of similarities and differences. Exceeds Standard: Have students discuss the statement: Everyone in the United States has the opportunity to become whatever he or she works to be. Have students interview an older family member about some responsibilities that he/she had. Compare and contrast how that is similar or different then the students’ responsibilities today. Supplemental/Title I: Have students make a list of 5 words that they associate with opportunity. Have students create a family tree to the best of their ability.

Assessment: Teacher observation, student workbook, chapter test

Tools: Scott Foresman’s Communities: Chapter 3

Technology: www.brainpop.com

Suggested Vocabulary: opportunity, immigrant, custom, ethnic group, ancestor, symbol, citizen, migration, Great Migration

http://www.brainpop.com/


7

Grade 3 – Social Studies Unit: People in Communities Marking Period 1

Big Idea: Celebrations

Standards: Content Statements: The world is comprised of nations that are similar to and different from the United States. In an interconnected world, it is

important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges. American culture, based on

specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.

6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.

6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global

challenges.

6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an

interconnected world.


Explain significance of selected ethnic and/or cultural celebrations.

Identify factors that make the local community unique including how the community is enriched.

Recognize those that have served to protect the country’s freedoms.

Meets Standard: Have students write a paragraph comparing and contrasting traditions their family traditions with one of the traditions discussed in class. Exceeds Standard: Have students research a particular holiday or custom and create a poster to share the information. Supplemental/Title I: Make a chart with Celebration, Number of Days, Special Food, and Other and complete about holidays learned. *Have students write about a custom that they do in their family. Student will present and bring in customary food to share with the class.

Assessment: Teacher observation, discussion questions, student workbook, chapter tests



Suggested Vocabulary: holiday, tradition, livestock, Civil Rights Movement

Grade 3 – Social Studies Unit: Histories of Communities Marking Period 1

Big Idea: Communities and Their Histories

Standards: 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.

6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of the elected representatives and how they interact with

citizens at local, state, and national levels.

6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes

Student Learning Objectives: Suggested Activities: Assessment Model/ Instructional Tools / Materials / Technology /



8

Resources / Learning Activities / Interdisciplinary Activities

Compare people, places,

events, and developments in

communities within the

United States.

Develop map skills by

locating particular regions.

Identify different points of

views of characters in

historical events.

Describe how individuals

contributed to the expansion

or creation of communities.

Meets Standard: Have students use a Venn diagram to compare and contrast the European settlers with the Native Americans. Exceeds Standard: Students use Ipads to research explorers and their travel routes. Create a map of the routes and a short biography of the explorer researched. Supplemental/Title I: Have students retell or act out the order of important events in the French and Spanish exploration and settlement of North America.

Assessment: teacher observation, graphic organizer, student work, chapter test

Tools: Scott Foresman’s Communities: Chapter 7; Library books; Internet

Technology: Ipad

Suggested Vocabulary: explorer, periodical, reference book, Internet search, keyword search, fleet, locator map, fortification, representative government

Grade 3 – Social Studies Unit: Histories of Communities Marking Period 2

Big Idea: Technology Changes Communities

Standards:

6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived in New Jersey.

6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.

6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age.


Compare the ways people in a

community meet their needs for

transportation over time and in the

present.

Identify inventors who have developed

new technologies and explain their

impact on daily life.

Use problem solving process to identify

a problem, gather information, list, and

consider options, consider advantages

and disadvantages, choose and

implement a solution, and evaluate the

effectiveness of the solution.

Meets Standard: Have students research and write a paragraph on how the computer and cell phone changed the way people live and work. Exceeds Standard: In groups students research an inventor and the invention created. Groups create an advertisement for the invention to try and persuade peers to buy it. Supplemental/Title I:

Have students make a list of five words or

phrases that they associate with the Information

Age.

Assessment: written work, discussion questions, student workbook, chapter test


Technology: www.brainpop.com; Ipad

Suggested Vocabulary: Transcontinental Railroad, decade, century, Pony Express, Morse code, invention, broadcast, reaper, pasteurization, vaccine



9

Grade 3 – Social Studies Unit: Communities at Work Marking Period 2

Big Idea: Making Choices

Standards: 6.1.4.C.1 Apply opportunity cost to evaluate individuals’ decisions, including ones made in their communities.

6.1.4.C.4 Describe how supply and demand influence price and output of products.

6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.

6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community.


Identify ways of earning,

spending, and saving money.

Explain the differences

between needs and wants.

Explain how people make

choices about goods and

services.

Explain the idea of

opportunity cost.

Explain how supply and

demand affect the price of a

good or a service.

Meets Standard: Students use play money to show in a chart how they would spend and save their money. Students will have to explain why they think people need to save money and make budgets. Exceeds Standard: Students work in pairs to create a list of goods and services families need to buy on daily basis. Each student must then write a paragraph about one good or service they could live without and one they would not want to give up and why. Supplemental/Title I: Students create a KWL chart to discuss topics including: cost, goods, services, and budget.

Assessment: teacher observation, discussion questions, written work, chapter test



Suggested Vocabulary: earn, budget, income, spending, saving, economic choice, opportunity cost, goods, services, products, supply, demand, profit

Grade 3 – Social Studies Unit: Communities at Work Marking Period 2

Big Idea: Making Goods

Standards: 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.

6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently.

6.1.4.A.16 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations

in need.

6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and events in the world community.

6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the

world community.



10


Explain how producers use

natural resources, human

resources, and capital

resources to produce goods.

Define and identify

examples of scarcity.

Explain the concept of free

market.

Identify ways in which

countries earn money.

Meets Standard: Students make a T-Chart to identify similarities and differences between bartering and using money to obtain goods and services. Exceeds Standard: Have students use computers to research New Jersey’s natural resources. Then, have them make a table to identify the location and tell whether it is a renewable or nonrenewable resource. Supplemental/Title I: Students use a graphic organizer (flow chart) to show how goods travel from their original location to other communities.

Assessment: teacher observations, written work, student workbooks, chapter test



Suggested Vocabulary: renewable resource, nonrenewable resource, human resource, producer, specialize, capital resource, cutaway diagram, assembly line, scarcity, interdependence, trade, communication, international trade, import, export, free market


Appendix

Third Grade-Social Studies

In this curriculum document, the 21st Century Themes and Skills are integrated in the following

units:

Unit 1

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Standard 9.1 21st Century Life Skills

Global Awareness T Creativity and Innovation

Financial Literacy E Critical Thinking and Problem

Solving

Health Literacy A Communication (Interpersonal and

Media Fluency)

X Civic Literacy E Collaboration and Teamwork

X Career Awareness/Exploration A Accountability, Productivity and

Ethics

Unit 2



21st Century Themes


E – encouraged

T – taught

A – assessed


Global Awareness E Creativity and Innovation

X Financial Literacy T Critical Thinking and Problem

Solving

Health Literacy A Communication (Interpersonal and

Media Fluency)

X Civic Literacy A Collaboration and Teamwork

Career Awareness/Exploration E Accountability, Productivity and

Ethics

Unit 3



21st Century Themes


E – encouraged

T – taught

A – assessed


X Global Awareness E Creativity and Innovation

Financial Literacy T Critical Thinking and Problem

Solving

Health Literacy E Communication (Interpersonal and

Media Fluency)

X Civic Literacy A Collaboration and Teamwork

Career Awareness/Exploration E Accountability, Productivity and

Ethics

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