THIRD GRADE SOCIAL STUDIES COURSE DESCRIPTION

THIRD GRADE SOCIAL STUDIES COURSE DESCRIPTION Third Grade Social Studies curriculum is focused on United States government, map skills, and economics. It is designed to introduce students to the roles and responsibilities of citizens in the national government, integrate the use of geographical tools, and develop a solid foundation of economic education. Third Grade Curriculum 162 BOE Approved 1-18-07

THIRD GRADE I. CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will examine the connection between individual citizens and the federal government. By the end of Third grade, all students should know: 1. the main purpose of the Declaration of Independence was to establish the colonies independence from British rule. (A) 2. a. the main purpose of the U.S. Constitution is to outline the plan or function of the federal government. (I/E) ------------------------------------------------------ 2. b. the Constitution is the basis for all laws. (I/E) 3. the main purpose of the Bill of Rights is to guarantee individual rights and freedoms. (E) 4. authoritative decisions are made, interpreted, and enforced by the local and state governments. (E) 5. authoritative decisions are made, interpreted, and enforced by the three branches of the federal government (judicial, executive, and legislative). (E) 6. all citizens have rights and responsibilities. (A) State and National Standards Correlations SS 1, SS 2, CIV, NHS, NSCG, NCSS, MCG, MCH SS 1, CIV, NSCG, NHS, MCG -------------------- SS 1, CIV, NSCG, NHS, MCG SS 1, NCSS, CIV, NHS, MCG, NSCG SS 1, NHS, NSCG, CIV, MCG SS 1, CIV, MCG, NSCG, NCSS SS 1, CIV, NSCG, MCG By the end of Third grade, all students should be able to: 2. analyze ways that the Constitution promotes fundamental principles of democracy. (I) 3. evaluate rules and laws based on the Bill of Rights. (I) 4. identify decisions made by the local and state governments. (E) 5. identify decisions made by the federal government (executive, legislative, and judicial). (D) 6. demonstrate civic dispositions: respect, responsibility, effort, caring, cooperation, integrity, courage, patience, and self-control. (D) State and National Standards Correlations SS 1, SM 2.1, 2.2, CIV, NSCG, NHS, MCG SS 1, SM 3.5, NCSS, CIV, NHS, MCG, NSCG SS 1, NHS, NSCG, CIV, MCG SS 1, SM 3.4, 3.7, CIV, MCG, NSCG SS 1, CIV, NSCG Third Grade Curriculum 163 BOE Approved 1-18-07

7. individual s efforts have strengthened the democratic process. (E) 8. citizen participation promotes the healthy functioning of the government. (E) SS 1, 3, W, NHS, NSCG, CIV SS 1, 3, MCG, NSCG, NCSS, W, CIV 7. evaluate ways that individuals have attempted to solve problems. (E) 8. a. list ways in which individuals can actively participate in the government. (voting, letter writing, supporting candidates, demonstrations) (E) ------------------------------------------------------------ 8. b. describe different types of citizenship (natural born and naturalized). (I) SS 1, 3, SM 4.2, 4.3, W, NHS, NSCG SS 1, 3, SM 3.2, 3.4, 3.6, W, CIV ----------------- SS 1, 3, SM 3.2, 3.4, 3.6, W, CIV Third Grade Curriculum 164 BOE Approved 1-18-07

A. FACILITATING ACTIVITIES: GOVERNMENT/CIVICS CCO I: The student will examine the connection between individual citizens and the national government. Essential Question: How does government affect the laws of individuals? The student will: 1. read The Declaration of Independence, by Richard Stein, (True Books). Use Inspiration software to gather information about the main purpose of the Declaration of Independence. (I C1, I P7) Extension Activity: Pretend you are a colonist. Write a letter to a family member still living in England. Explain why you are in favor of the Declaration of Independence giving specific reasons. Extension Activity: Pretend you are one of the delegates working on writing the Declaration of Independence. Write a paragraph explaining why you are helping to write the Declaration of Independence using specific reasons. 2. read The Constitution (True Books) or The Constitution by Marilyn Prolmon. Then, discuss the definition of democracy. How does democracy work? Brainstorm specific examples of how the Constitution promotes democracy. Create a brochure showing the main purpose of the Constitution. (I C2a, I P2) 3. read A Mice Way to Learn About Government series by Peter and Cheryl Barnes. Create a graphic organizer to identify the three branches of the federal government (see appendix page 539). Explain the function of each branch and give an example of each branch in action. (I C5, I P5) Extension Activity: Search http://kids.tcrconnections.net to find articles about the three branches of government. Divide a bulletin board into three sections (one for each branch of government). Place the articles in the appropriate section. Then write a summary of decisions made by the United States government. 4. after being assigned one of the amendments in the Bill of Rights, read The Bill of Rights (True Books) or The Bill of Rights, by Coleman. Create a poster illustrating and labeling the assigned amendment. Share posters with the class and give a present day example of each amendment. Write a sentence about how the Bill of Rights protects your rights. (I C3, I P3) Extension Activity: Make a booklet about the Bill of Rights and read to a buddy classroom. 5. define authority (the right to give commands; the power to influence the behavior of others). As a class, discuss authority figures by creating a chart showing how all people have authorities they respond to. (For example: student teacher principal Board of Education state of Missouri DESE (legislative) Federal government (Congress)) Then complete the government module in http://kids.tcrconnections.net to determine how government decisions are made. (I C4, I P4) 6. create a power point or skit demonstrating a situation involving one of the civic dispositions. Present the power point or skit to the class and present each of the characteristics. Then participate in a class meeting to discuss how the civic dispositions are related to rights and responsibilities. (I C6, I P6) 7. identify a common classroom problem. Brainstorm ways to solve the problem. Evaluate solutions and vote on the best solution. (I C7) Third Grade Curriculum 165 BOE Approved 1-18-07

8. write a letter to the principal or superintendent identifying a problem the student is concerned about and offering a solution to the problem (e.g. new play ground equipment). Share any response with the class and discuss how citizen participation can make the school and community better. (I C8, I P8a) Extension Activity: Role play other ways in which citizens can influence the government. 9. play a common game (such as checkers) and change the rules after each play. Then hold a class discussion about the need for rules and laws. Discuss the Constitution as the basis for all laws and read We the People, by Peter Spier, to discover the purposes of the Constitution. (I C2a, I C2b) 10. work in small groups to suggest criteria for becoming a United States citizen then compare to actual criteria. Discuss how people can become citizens (natural born and naturalized). (I P8b) 11. read selections of fiction such as Office Buckle and Gloria, Island of the Skog, Yertle the Turtle, Horton Hatches the Egg, and Roxaboxen. Ask students to identify the rights and responsibilities of the characters in each book. Have students create a chart comparing class rules with rules found in the fictional works. (I C6) 12. imagine what it would be like if no one were in charge at school. What if there were no rules or laws anywhere? Use a concept map to explain the word government. Brainstorm words associated with government. Discuss how people strengthen government. (I C2b, I C2a, I C6) Third Grade Curriculum 166 BOE Approved 1-18-07

B: APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will examine the connection between individual citizens and the federal government. STUDENT TASK: The student will: 1. understand the main purpose of the Declaration of Independence was to establish the colonies independence from British role. (I C1) 2. understand the main purpose of the U.S. Constitution is to outline the plan or function of the federal government. (I C2a) 3. understand the Constitution is the basis for all laws. (I C2b) 4. understand authoritative decisions are made, interpreted, and enforced by the three branches of the federal government (judicial, executive, and legislative). (I C5) TEACHER NOTES: The following government assessment modules can be used as a single assessment or as separate items on other classroom assessments. Students should receive instruction, practice, and feedback on essential content and skills prior to the ALA. Third Grade Curriculum 167 BOE Approved 1-18-07

SUGGESTED STUDENT PROMPT: Name: Date: In order to demonstrate what you have learned about government complete the following tasks: 1. Complete the graphic organizer below that shows the three branches of the federal government, identifies the function of each branch, and tells who is responsible for carrying out the duties of each branch. NAME OF BRANCH PEOPLE IN BRANCH PURPOSE OF BRANCH Third Grade Curriculum 168 BOE Approved 1-18-07

2. The Declaration of Independence was written to: a. create the United States government b. claim freedom from Great Britain c. create laws for the United States 3. Describe the purpose and importance of the Constitution. Third Grade Curriculum 169 BOE Approved 1-18-07

Name: ANSWER KEY Date: In order to demonstrate what you have learned about government complete the following tasks: 1. Complete the graphic organizer below that shows the three branches of the federal government, identifies the function of each branch, and tells who is responsible for carrying out the duties of each branch. NAME OF BRANCH Legislative Executive Judicial PEOPLE IN BRANCH Senate and House of Representatives President Vice-President Cabinet Supreme Court PURPOSE OF BRANCH Make laws Enforce laws Interpret laws Scoring 3 = completes organizer for three branches, people, and purposes 2 = completes organizer for two branches, people, and purposes 1 = completes organizer for one branch, person, and purpose Third Grade Curriculum 170 BOE Approved 1-18-07

2. The Declaration of Independence was written to: a. create the United States government b. claim freedom from Great Britain c. create laws for the United States ANSWER: B 3. Describe the purpose and importance of the Constitution. Sample Answer: The purpose of the Constitution is to set up the plan for the United States government. The Constitution is important because it is the Supreme law of the land and the basis for all other laws. Scoring: 2 = restates the question and correctly describes the purpose and importance of the Constitution. 1 =-restates the question and correctly describes the purpose or the importance of the Constitution. 0 = does not restate the question and is unable to describe the purpose or the importance of the Constitution. Third Grade Curriculum 171 BOE Approved 1-18-07

THIRD GRADE II. CORE CONCEPTUAL OBJECTIVE: HISTORY The student will analyze the motives for events, decisions, and change in our nation s history. By the end of Third grade, all students should know: 1. historical events or decisions occur as a result of individual or group motives. (E) State and National Standards Correlations SS 2, SM 2.2, 2.4, 2.7, NSCG, CIV, NCSS, MCH By the end of Third grade, all students should be able to: 1. a. distinguish between fact and opinion. (I) ------------------------------------------------------------ 1. b. identify primary and secondary sources. (E) ------------------------------------------------------------ 1. c. use technology to review and revise forms of communication. (E) ------------------------------------------------------------ 1. d. examine historical events or decisions in terms of cause and effect. (E) State and National Standards Correlations SS 7, SS 2, SM 1.4, 1.6, 1.7, 1.9, 2.2, 2.4, 2.7, R, T, NSCG, CIV, NCSS, MCH ----------------- SS 7, SS 2, SM 1.4, 1.6, 1.7, 1.9, 2.2, 2.4, 2.7, R, T, NSCG, CIV, NCSS, MCH ----------------- SS 7, SS 2, SM 1.4, 1.6, 1.7, 1.9, 2.2, 2.4, 2.7, R, T, NSCG, CIV, NCSS, MCH ----------------- SS 7, SS 2, SM 1.4, 1.6, 1.7, 1.9, R, T, NSCG, CIV, NCSS, MC Third Grade Curriculum 172 BOE Approved 1-18-07

2. changes in transportation and communication have occurred over time. (E) SS 4, 7, NSCG, NCSS, NHS. NGS 2. a. determine the advantages and disadvantages of types of transportation and communication. (E) ------------------------------------------------------------ 2. b. construct timelines to represent changes in transportation and communication. (E) ------------------------------------------------------------ 2. c. describe the effects of transportation and communication on the lives of people. (E) SS 4, 7, SM 1.8, 3.1, 3.5, 3.7, NSCG, NCSS ----------------- SS 4, 7, SM 1.8, 3.1, 3.5, 3.7, T, NSCG, NCSS ---------------- SS 4, 7, SM 1.8, 3.1, 3.5, 3.7, T, NSCG, NCSS Third Grade Curriculum 173 BOE Approved 1-18-07

A. FACILITATING ACTIVITIES: HISTORY CCO II: The student will analyze the motives for events, decisions, and change in our nation s history. Essential Question: How do things change over time? The student will: 1. write a short autobiography. Divide into pairs and take turns sharing information with a partner. Write what he/she has heard and compare the two accounts. Then discuss the differences between the oral and written accounts. Why might they be different? How might history be different as told by two different people? (I P1b) 2. research transportation types and how they have changed over time. Then construct a timeline showing changes. Discuss how the different types of transportation affect people. Create a cause/effect flow chart or sequence chain (see appendix page 541) to show the effects transportation changes have on people. (I C2, I P2b, I P2c) 3. complete a Venn diagram (see appendix page 542) comparing and contrasting three forms of communication. Read Communication Inventions, by Jacqueline A. Ball, and create t-charts comparing the advantages and disadvantages of types of communication. (I C2, I P2a) 4. brainstorm ways that people can find out about history (texts, diaries, newspapers, interview) and determine whether they are primary or secondary sources. (I P1b) 5. create a cause and effect chain to illustrate the causes and effects related to the Declaration of Independence. Discuss what motivated the colonists to write the Declaration. (I C1, I P1d) 6. read and investigate source documents related to the Constitution such as The Constitution (True Books) or at http://kids.tcrconnections.net Complete a document analysis sheet to analyze and evaluate the documents. Discuss which statements in the document are facts and which are opinions. (I P1a, I P1b, I P1c) Third Grade Curriculum 174 BOE Approved 1-18-07

B. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will analyze the motives for events, decisions, and change in our nation s history. STUDENT TASK: The student will: 1. understand changes in transportation and communication have occurred over time. (II C2) 2. construct timelines to represent changes in transportation and communication. (II P2b) 3. determine the advantages and disadvantages of types of transportation and communication. (II P2a) 4. describe the effects of transportation and communication on the lives of people. (II P2c) TEACHER NOTES: The teacher should provide an opportunity for students to read, listen to, and explore material about transportation. Students should have practice using several types of resource materials (books, diaries, encyclopedias, magazines, CD-ROM, websites, electronic encyclopedias, etc). Students should also have instruction, practice, and feedback regarding creating timelines and transportation methods prior to the ALA. SUGGESTED STUDENT PROMPT: 1. Choose one mode of transportation that you would like to study. Use research materials to gather information about the method of transportation. Construct a timeline to illustrate the changes in the method of transportation over time. 2. Present your finding to the class by: a. Sharing your timeline. b. Stating one advantage and one disadvantage of the type of transportation. c. Name one effect the type of transportation had on people Third Grade Curriculum 175 BOE Approved 1-18-07

SCORING GUIDE CCO II: The student will analyze the motives for events, decisions, and change in our nation s history. Timeline Content of Presentation 4 3 2 1 Shares timeline and states Shares timeline and states one advantage and one one advantage and one disadvantage of the type of disadvantage of the type of transportation and names transportation or names one one general effect of the general effect of the type of type of transportation on transportation on people. people. Effectively and accurately shares timeline and states one advantage and one disadvantage of the type of transportation and names one specific effect of the type of transportation on people. Independently creates a detailed and accurate timeline showing changes in the method of transportation over time. Creates an accurate timeline with minimal assistance showing changes in the method of transportation over time. Creates a general timeline with moderate assistance showing changes in the method of transportation over time. Unable to share timeline, advantage, disadvantage, or effect of the type of transportation on people. Unable without significant assistance to create a timeline showing changes in the method of transportation over time. TEACHER COMMENTS: Third Grade Curriculum 176 BOE Approved 1-18-07

C. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will analyze the motives for events, decisions, and change in our nation s history. STUDENT TASK: The student will: 1. identify primary and secondary sources. (II P1b) 2. examine historical events or decisions in terms of causes and effect. (II P1d) TEACHER NOTES: The teacher should provide opportunities for the student to work with and analyze primary and secondary source documents as evidence of historical events. Students should also practice determining cause and effect relationships prior to the ALA. Teachers may use one of the following as the source document for this ALA: Option A: The Federalist: A Collection of Essays found on page 11 in The Bill of Rights (True Books). OR Option B: Immigration photograph that is found by clicking the web address below, then click open: http://memory.loc.gov/master/pnp/cph/3b40000/3b49000/3b49100/3b49155u.tif SUGGESTED STUDENT PROMPT: We have been learning about historical events. You are going to read, analyze, and evaluate the source document provided. Complete the analysis worksheet provided for either option A or option B. Third Grade Curriculum 177 BOE Approved 1-18-07

Primary Source Analysis Worksheet for Option A Name: Date: Look at the picture and read it carefully. Then answer the following questions: 1. What is the title of the document? 2. When was the document written? 3. What type of document is this? 4. Is this document a primary or secondary source? 5. What historical event happened at the same time this document was written? 6. Why was the document written? 7. Who might have supported this document? 8. What do you think happened as a result of this document? Third Grade Curriculum 178 BOE Approved 1-18-07

Primary Source Analysis Worksheet for Option A Name: ANSWER KEY Date: Look at the picture and read it carefully. Then answer the following questions: 1. What is the title of the document? The Federalist: A Collection of Essays 2. When was the document written? 1787 3. What type of document is this? A collection of essays 4. Is this document a primary or secondary source? Primary source 5. What historical event happened at the same time this document was written? The Constitutional Convention 6. Why was the document written? To try to convince the states to ratify the Constitution 7. Who might have supported this document? Any Federalists. Accept all logical answers. 8. What do you think happened as a result of this document? The Constitution was passed. Accept all logical answers. Third Grade Curriculum 179 BOE Approved 1-18-07

Primary Source Analysis Worksheet for Option B Name: Date: Look at the picture and study it carefully. Then answer the following questions: 1. What are the people traveling on? 2. Where are the people going? 3. What is the man in the picture pointing at? 4. What is the large figure in the picture a symbol of? 5. Who might these people be? 6. What do you think will happen when these people reach where they are going? 7. What historical event is this a picture of? 8. Is this a primary or secondary source? Third Grade Curriculum 180 BOE Approved 1-18-07

Primary Source Analysis Worksheet for Option B Name: Date: Look at the picture and study it carefully. Then answer the following questions: 1. What are the people traveling on? A Ship 2. Where are the people going? Ellis Island. Accept all logical answers. 3. What is the man in the picture pointing at? Statue of Liberty 4. What is the large figure in the picture a symbol of? America or Freedom. Accept all logical answers 5. Who might these people be? Immigrants 6. What do you think will happen when these people reach where they are going? Become Citizens or go through Ellis Island. Accept all logical answers 7. What historical event is this a picture of? _Immigration 8. Is this a primary or secondary source? Primary Source Third Grade Curriculum 181 BOE Approved 1-18-07

THIRD GRADE III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY The student will utilize map and globe skills to access geographical information. By the end of Third grade, all students should know: 1. maps are representations of places on Earth. (A) 3. places can be found on a map or globe using absolute location. (E) State and National Standards Correlations SS 5, 7, MCG, NGS, NCSS SS 5, SS 7, MCG, NCSS, NGS R By the end of Third grade, all students should be able to: 1. a. locate and label the states that border Missouri. (E) ------------------------------------------------------------ 1. b. locate and label the Mississippi and Missouri Rivers. (E) ------------------------------------------------------------ 1. c. locate the fifty states and their regions. (I) 2. construct a map of the classroom that includes: compass rose. (E) map key and symbols. (E) title. (E) 3. a. locate specific features using latitude and longitude. (E) State and National Standards Correlations SS 5, 7, SM 1.4, 1.5, R, MCG, NGS, NCSS ---------------- SS 5, 7, SM 1.4, 1.5, R, MCG, NGS, NCSS ---------------- SS 5, 7, SM 1.4, 1.5, R, MCG, NGS, NHS, NCSS SS 5, 7, SM 1.4, 1.6, NGS, MCG SS 5, 7, SM 1.4, 1.6, NGS, MCG Third Grade Curriculum 182 BOE Approved 1-18-07

5. geographic information can be found using reference materials. (D) 6. places have unifying characteristics such as climate, landforms, language, and government. (I) SS 5, R, T, SM 1.4, NGS, MCG SS 5, NGS, MCG, NCSS ------------------------------------------------------------ 3. b. estimate distance using a map scale. (I) 4. use the mental mapping process to create a representation of places in the school. (D) 5. use an atlas (technological and traditional) to find geographic information. (E) 6. identify regions based on various unifying characteristics. (I) ---------------- SS 5, 7, S M1.4, 1.6, NGS, MCG NGS, MCG, NCSS, SS 5, SS 7 SS 5, R, T, SM 1.4, NGS, MCG SS 5, NGS, MCG, NCSS Third Grade Curriculum 183 BOE Approved 1-18-07

A. FACILITATING ACTIVITIES: GEOGRAPHY CCO III: The student will utilize map and globe skills to access geographical information. Essential Question: How do maps and globes help us learn about the world around us? The student will: 1. on a smart board, draw the Missouri and Mississippi River on a blank United States map. (Maps can be accessed of http://kids..tcrconnections.net or www.maps101.com.) (III P1b, III C1) 2. cut out states that surround Missouri from an outline map (available at http://insider.rsd) to form a puzzle. Identify each state by its shape and place in its proper location. (III C1, III C1a) 3. using an atlas, identify regions of the United States. Determine the unifying characteristics of the region (Why are these states grouped together?) and then locate and name the individual states of the region. (III C1, III P1c, III P5) 4. Play Battleship to analyze how grid systems work. Then, determine the latitude and longitude of five cities. Work with a partner to give coordinates and have them plot the location. Then receive coordinates from the partner and plot the location. (III C3, III P3a) 5. estimate the distance between two cities using the distance scale on a map. Then check actual mileage using a mileage guide or online tool such as Map Quest. Discuss why there might be differences. (III P3b) 6. plan a scavenger hunt/amazing Race using only Cardinal and intermediate directions. (Example: Walk North ten steps.) Teams should work together to be the first to reach the correct location. (III C3) 7. draw a map of the shortest route from the classroom to the cafeteria from memory. Walk the route taking notes or sketching. Then draw a map of the route using map symbols and a compass rose. Include a map title or key. Compare to an actual map of the school and your mental map. (III P4, III P2) 8. read books such as Northeast (National Geographic) and online sources such as http://kids.tcrconnections.net to research various regions. List unique features of the region such as landforms, resources, etc. Discuss how regional boundaries change based on the criteria (climate, language, vegetarian, etc.). (III C5, III C6, III P6) Third Grade Curriculum 184 BOE Approved 1-18-07

B. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: The student will utilize map and globe skills to access geographical information. STUDENT TASK: The student will: 1. understand maps are representations of places on earth. (III C1) 2. locate and label the states that border Missouri. (III P1a) 3. locate and label the Mississippi and Missouri Rivers. (III P1b) TEACHER NOTES: The teacher should provide an opportunity for students to view and explore a variety of maps and globes (both technological and traditional). Students should receive instruction, practice, and feedback about locating and labeling the states and rivers prior to the ALA. A practice map can be found in the appendix on page 543. SUGGESTED STUDENT PROMPT: Using the map provided, complete the following tasks: 1. Locate and label the states that border Missouri. Color them red. 2. Draw in the Mississippi River with a blue crayon and label it. 3. Draw in Missouri River with a green crayon and label it. Third Grade Curriculum 185 BOE Approved 1-18-07

Third Grade Curriculum 186 BOE Approved 1-18-07

NEBRASKA IOWA ILLINOIS Missouri River Mississippi River KANSAS KENTUCKY MISSOURI TENNESSEE OKLAHOMA ARKANSAS Third Grade Curriculum 187 BOE Approved 1-18-07

SCORING GUIDE CCO III: The student will utilize map and globe skills to access geographical information. States that border Missouri Mississippi and Missouri River 4 3 2 1 Accurately locates and Accurately locates and labels five-seven labels two-four border border states of states of Missouri. Missouri. Accurately locates and labels all eight border states of Missouri. Accurately locates and label the Mississippi and Missouri rivers. Accurately locates and labels one of the rivers. Accurately locates or labels one of the rivers. Accurately locates and labels few or no border states of Missouri. Unable to locate or label the rivers. Third Grade Curriculum 188 BOE Approved 1-18-07

C. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: The student will utilize map and globe skills to access geographical information. STUDENT TASK: The student will: 1. construct a map of the classroom that includes a compass rose, map key and symbols, and a title. (III P2) TEACHER NOTES: The teacher should provide an opportunity for students to view and explore a variety of maps and globes (both technological and traditional). Students may use computer programs such as Linkway, MicroWorld, and Microsoft Word to create their maps, or students may complete the map by hand. Students should receive instruction, practice, and feedback on map construction prior to the ALA. SUGGESTED STUDENT PROMPT: Create a map of your classroom that includes: Compass rose Map key with symbols Title Third Grade Curriculum 189 BOE Approved 1-18-07

SCORING GUIDE CCO III: The student will utilize map and globe skills to access geographical information. Product Map is well planned and organized. Includes all required elements. Title is accurate. Compass Rose is oriented correctly. Symbols are included and labeled in a map key. TEACHER COMMENTS: 4 3 2 1 Map is planned Map is slightly and organized. unorganized. Include most of the Includes some of required elements. the required Compass Rose is elements. included. Symbols A few symbols are are included and included. labeled in a map key. Map is unplanned and unorganized. Includes few or none of the required elements. Third Grade Curriculum 190 BOE Approved 1-18-07

D. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: The student will utilize map and globe skills to access geographical information. STUDENT TASK: The student will: 1. locate specific features using latitude and longitude. (III P2c) 2. use an atlas (technological and traditional) to find geographic information. (III P5) TEACHER NOTES: The teacher should provide instruction, practice, and feedback about using an atlas to determine latitudes and longitude prior to the ALA. The Nystrom 3C Desk Map works well with this ALA. Third Grade Curriculum 191 BOE Approved 1-18-07

SUGGESTED STUDENT PROMPT: Name: Date: Using the atlas provided, locate the following places using latitude and longitude: 1. Denver, Colorado 2. New Orleans, Louisiana 3. Memphis Tennessee 4. Charleston, South Carolina 5. Philadelphia, Pennsylvania Using the latitude and longitude provided, name the following places: 1. Ocean at 30 N, 75 W 2. State at 40 N, 115 W 3. Lake at 50 N, 90 W Third Grade Curriculum 192 BOE Approved 1-18-07

Name: ANSWER KEY Date: Using the atlas provided, locate the following places using latitude and longitude: 1. Denver, Colorado 40 N, 105 W 2. New Orleans, Louisiana 30 N, 90 W 3. Memphis, Tennessee 35 N, 90 W 4. Charleston, South Carolina 33 N, 80 W 5. Philadelphia, Pennsylvania 40 N, 76 W Using the latitude and longitude provided, name the following places: 4. Ocean at 30 N, 75 W Atlantic Ocean 5. State at 40 N, 115 W Nevada 6. Lake at 50 N, 90 W Lake Superior Scoring: (When scoring use a 3 variation for each location.) 4 = Seven-eight correct responses 3 = Five-six correct responses 2 = Three-four correct responses 1 = One-two correct responses 0 = No correct responses Third Grade Curriculum 193 BOE Approved 1-18-07

THIRD GRADE IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS The student will apply basic concepts of micro and macro economics. By the end of Third grade, all students should know: 1. basic economic concepts: scarcity, opportunity cost, producer, consumer, production, consumption, supply and demand, public and private goods and services. (E) 2. natural resources are things found in nature. Capital resources are goods used to produce other goods and/or services. Human resources refers to human effort used to produce goods and/or services. (E) 3. a. the purpose of sales tax, who pays the tax, and how sale taxes are used. (E) State and National Standards Correlations SS 4, NCEE, CIV, NCSS, MCE, NHS SS 4, 5, W, NGS, CIV, NCEE, MCE SS 4, W, NCEE, CIV, MCE By the end of Third grade, all students should be able to: 1. use appropriate vocabulary when discussing economics. (E) 2. a. categorize natural, capital, and human resources. (E) ------------------------------------------------------------ 2. b. identify resources used to create a given product. (D) ------------------------------------------------------------ 2. c. use geographic concepts to explain economic trends. (E) State and National Standards Correlations SS 4, MCE SS 4, 5, SM 3.5, W, NGS, CIV, MCE, NCEE ----------------- SS 4, 5, SM 3.5, W, NGS, CIV, MCE, NCEE ----------------- SS 4, 5, SM 3.5, W, NGS, CIV, MCE, NCEE ------------------------------------------------------ 3. b. the benefits of taxes and how they affect a community. (E) -------------------- SS 4,W, NCEE, CIV, MCE Third Grade Curriculum 194 BOE Approved 1-18-07

4. economic decisions can be made using cost-benefit analysis. (E) SS 4, W, CIV, NCSS, MCE, NCEE, NGS 4. a. predict the benefits and consequences of economic decisions. (E) ------------------------------------------------------------ 4. b. identify a problem and evaluate how a strategy addresses the problem. (E) SM 3.8, 3.7, 3.4, SS 4, W, CIV, NCSS, MCE, NGS, NCEE ---------------- SM 3.8, 3.7, 3.4, SS 4, W, CIV, NCSS, MCE, NGS, NCEE 5. money can be saved and invested for future use. (E) SS 4, W, CIV, NCEE, MCE 6. jobs in a community are inter-related. (I) SS 4, W, MCE, NHS, NCSS, CIV, NCEE ------------------------------------------------------------ 4. c. conduct a cost-benefit analysis. (E) 5. construct charts and graphs to illustrate savings. (E) 6. explain why people living in different communities and specializing in different occupations need to interact with each other. (E) ----------------- SM 3.8, 3.7, 3.4, SS 4, W, CIV, NCSS, MCE, NGS, NCEE SS 4, W, CIV, NCEE, MCE, SS 7 SS 4, PS 1.8, W, MCE, NHS, NCSS, CIV, NCEE Third Grade Curriculum 195 BOE Approved 1-18-07

A. FACILITATING ACTIVITIES: ECONOMICS CCO IV: The student will apply basic concepts of micro and macro economics. Essential Question: How do people use goods, services, and resources? The student will: 1. create an ongoing list of economic terms. Add to the list definitions, illustrations, and examples found in stories and everyday activities. Refer to the list when working on economic tasks. (IV C1, IV P1) 2. read Money, by Robert Young, or A Money Adventure, or Godfrey s Ultimate Kids Money Book. Create a t-chart to show the difference between saving and investment. (IV C5, IV P5) Extension Activity: Create a class savings account using school money (Rockwood Bucks are available at http://insider.rsd) earned for various tasks. Graph savings as students work toward a goal. 3. cut out pictures from magazines or newspapers to illustrate natural, human, and capital resources. Place them in categories on a poster or bulletin board. Write captions for each explaining the type of resource. (IV C2, IV P2a) 4. watch How Blue Jeans Became a Business and read Cotton Patch to Cotton Shirt, by Lola Schaefer. Then create a flow chart to identify resources used to create a single product (shirt or blue jeans). (IV C2, IV P2b) 5. create a list of services provided by people in a school. Discuss how the life of the school would be affected is one of the jobs was not done. Write a paragraph to explain why people having different jobs need to work together for the common goal of the school. (IV C6, IV P6) 6. create a decision tree to analyze a class choice. Discuss opportunity costs for the decision. Analyze options and vote on the best decision after completing a cost-benefit analysis. (IV C1, IV C4, IV P4a, IV P3c) 7. role play buying an item from the store. Look at actual sales receipts. Why do items cost more than what it says on the price tag? Make a list of public goods and services that benefit from the sales tax. Write a sentence explaining the benefits of the sales tax. (IV C3a, IV C3b, IV C1) 8. view a product map of the United States (available at www.maps101.com or http://kids.tcrconnections.net). List natural resources in each region. Predict products and jobs available in different parts of the country based on the product map. (IV C1, IV P2c) 9. discuss economic problems from The Great Economics Mystery Book (NCEE) and predict consequences of economic decisions to address the problems. (IV P4a, IV P4b) Third Grade Curriculum 196 BOE Approved 1-18-07

10. think about the many different kinds of video games or music CD s they want. Are they able to purchase everything they want? How would they purchase a video game or CD? How many students receive an allowance? Where do they get the money they have to spend? Have they ever saved money to purchase something special? Brainstorm reasons people must save money. Explain how having money enables them to spend and allows economic choices. Discuss instances when they may have to give something up in order to make a choice (opportunity cost). Imagine they have $100.00 to purchase a new pair of tennis shoes. The shoes they have been saving for are name brand shoes and cost $69.00. They have also been saving to purchase a new video game. The video game costs $45.00. While shopping they discover that an athletic shoe store has a special sale this week. They find a pair of tennis shoes on sale for $50.00 but it is not the exact shoe they had wished for. Write a paragraph explaining what choice they would make in purchasing the tennis shoes and what they would be giving up by making that selection. (IV C4, IV P4b, IV P4a, IV C1, IV P4c) 11. make index cards labeled with jobs found in Missouri from the list below or create your own. Baker Dentist Truck driver Barber Teacher Store owner Welder Soldier Politician Bus driver Reporter Policeman Carpenter Pharmacist Riverboat captain Cook Mayor Musician Photographer Judge Lawyer Doctor Judge Hunter Doctor Housekeeper Grocer Farmer Governor Fisherman Discuss how everyone uses goods and services and how each person plays a role as both consumer and producer. Take one card and sit in a circle. Examine the cards in the circle. Roll a ball of yarn to a person that produces or provides a good or service for the laborer on the index card. Continue to do this until each student has had an opportunity to roll the yarn. Explain how each person depends on each other to produce a good or service. Write a short summary to explain interdependence. (IV C6, IV P6) Third Grade Curriculum 197 BOE Approved 1-18-07

B. APPLICATION LEVEL ASSESSMENT: ECONOMICS CCO IV: The student will apply basic concepts of micro and macro economics. STUDENT TASK: The student will: 1. understand basic economic concepts: scarcity, opportunity cost, producer, consumer, production, consumption, supply and demand, public and private goods and services. (IV C1) 2. use appropriate vocabulary when discussing economics. (IV P1) 3. understand natural resources are things found in nature. Capital resources are goods used to produce other goods and/or services. Human resources refers to human effort used to produce goods and/or services. (IV C2) 4. categorize natural, capital, and human resources. (IV P2a) 5. understand economic decisions can be made using cost-benefit analysis. (IV C4) 6. conduct a cost-benefit analysis. (IV P4c) 7. understand jobs in a community are inter-related. (IV C6) 8. explain why people living in different communities and specializing in different occupations need to interact with each other. (IV P6) 9. understand money can be saved and invested for future use. (IV C5) 10. construct charts and graphs to illustrate savings. (IV P5) 11. identify the purpose of sales tax, who pays the tax, and how sale taxes are used. (IV C3a) 12. understand the benefits of taxes and how they affect a community. (IV C3b) TEACHER NOTES: The teacher should provide each student with a copy of the attached link-set module. (A link-set module is a series of questions designed around a central theme. It is designed to assess process skills through multiple choice questions, constructed responses, and a performance assessment.) This link-set module is consistent with the skills assessed on the MAP as well as the MAP link-set module format. The provided scoring guide simulates as closely as possible MAP scoring criteria. This assessment should only be administered after students have instruction, practice, and feedback with the economic concepts. SUGGESTED STUDENT PROMPT: We have been studying economic concepts. In order to determine what you have learned, you will need to complete the assessment I have handed you. Please read each question thoroughly and answer all parts of the question. You may want to cross out the parts of the question as you answer them to make sure you have completed all of the required steps. Write your answers in complete sentences. Third Grade Curriculum 198 BOE Approved 1-18-07

Wilbur s Petting Zoo Lisa, Bill, Katy, and Tom are spending all day at Wilbur s Petting Zoo. The kids will ride the train, eat snacks, and have a great time as they explore the zoo. Answer the following economic questions about their visit to the petting zoo. 1. Which one of the following is an example of a public service? a. a policeman who guards the zoo b. petting zoo ticket c. snack d. ticket for the train ride Third Grade Curriculum 199 BOE Approved 1-18-07

2. Which of the following is an example of scarcity? a. b. c. d. 3. An example of a producer is. a. anyone who buys a ticket to the zoo b. a prize you win c. anyone who make popcorn to sell at the zoo Third Grade Curriculum 200 BOE Approved 1-18-07

4. A line of parents is standing outside the petting zoo just to get a ticket for their kids. Many were too late and did not get a ticket because they were all gone. Which of these was the demand in this story? a. zoo b. ticket c. kids 5. An example of a consumer is. a. anyone who makes cotton candy to sell at the zoo b. anyone who buys a zoo ticket or an ice cream cone c. anyone who works for the petting zoo 6. You have a day off school and you can either go to Wilbur s Petting Zoo or the mall with your friends. You and your friends decide to go to the petting zoo instead of the mall. What is the opportunity cost and explain why? Third Grade Curriculum 201 BOE Approved 1-18-07

7. Howdy Kids! Welcome to Wilbur s Petting Zoo. My name is Wilbur the horse. Get your tickets from the ticket person in the ticket booth so you can ride me. I live in a wooden barn with goats, pigs, and cows. The zookeeper feeds me oats, corn, hay, and apples. After you ride me the stable boy takes off my bridle and saddle and will let you brush me. DIRECTIONS: Use the information from above to fill in the graphic organizer below with three (3) examples for each of the three types of resources. Capital Resource Natural Resource Human Resource Third Grade Curriculum 202 BOE Approved 1-18-07

8. Choose one of the capital resources from your graphic organizer in problem seven (7) and explain why it is a capital resource. 9. Lisa, Bill, Katy, and Tom have decided to spend the day at Wilbur s Petting Zoo. Before leaving for the zoo, the children combined their money and have $5.00 to spend. The admission price for the zoo is 50 cents each. After buying four tickets to ride the train, the kids have $1.50 left. All of the kids are ready for a snack. Use the menu below to complete the decision tree to explain what snack the kids should choose. SNACK SHOP Popcorn Soda Candy Bar Ice Cream Cone 25 cents each 75 cents each 50 cents each 25 cents each Third Grade Curriculum 203 BOE Approved 1-18-07

Decision Tree Good Points Good Points Bad Points Bad Points Choice Choice Problem Third Grade Curriculum 204 BOE Approved 1-18-07

12. Answer the following questions: a. How much money did Mary have in her savings account on June 7? b. How much money did Mary have in her savings account on June 10 after she deposited money she brought home from the zoo? c. Mary had to pay sales tax when she bought the postcard and the stuffed animals. How much sales tax did Mary pay all together? d. What are some of the things the sales tax would be used for? Third Grade Curriculum 207 BOE Approved 1-18-07

Scoring Guide Wilbur s Petting Zoo 1. A 2. A 3. C 4. B 5. B 6. The mall is the opportunity cost. It is the opportunity cost because the mall is what you gave up (sacrificed, didn t choose, didn t pick, didn t want, etc.) SCORING GUIDE 2 chose correct opportunity cost and correctly defined 1 one element correct 0 no elements correct 7. Capital a. bridle b. saddle c. brush d. ticket booth e. barn f. stable g. any natural resource 4 8-9 correct responses 3 6-7 correct responses 2 3-5 correct responses 1 1-2 correct responses 0 no correct responses Natural a. wood b. oats c. corn d. hay e. apples f. goats g. pigs h. cows i. horse (Wilbur) SCORING GUIDE Human a. zookeeper b. stable boy c. kids d. ticket person Third Grade Curriculum 208 BOE Approved 1-18-07

8. Capital goods are goods used to produce other goods or services. For example the ticket booth or Wilbur. SCORING GUIDE 2 Chooses a correct capital resource and explains correctly 1 one element correct 0 no elements correct 9. Problem: What snack to choose? Choices: Any combination of the four items from the menu. Students must be able to come up with a logical good and bad point for each of their two choices. SCORING GUIDE 3 state correct problem choose any two items from menu provide one good and one bad logical point for each item choice made a logical decision based on good versus bad points 2 state correct problem choose any two items from menu provides one good or one bad point per item choice made a logical decision 1 state correct problem choose any two items from menu did not provide logical good or bad points for choices made a decision 0 no attempt Third Grade Curriculum 209 BOE Approved 1-18-07

10. People in a community need to work together to make the community successful. Read through your packet to find the people who work at Wilbur s Petting Zoo. Complete the graphic organizer to show how the people who work at Wilbur s Petting Zoo work together to make the zoo a fun place for kids to visit. Train engineer Ticket booth employee Snack stand employee People who work at Wilbur s Petting Zoo Zookeeper Policeman Stable boy Scoring: 2 = Names five-six workers in the zoo community. Response reveals understanding of how jobs in a community are interrelated. 1 = Names three-four workers in the zoo community. Response reveals some understanding of how jobs in a community are inter-related. 0 = Names zero-two workers in the zoo community. Response shows no understanding of how jobs in a community are interrelated. Third Grade Curriculum 210 BOE Approved 1-18-07

11. When Lisa, Bill, Katy, and Tom got home from the petting zoo, they told their friend Mary about all of the fun things they did. May had been saving all of the money she earned to go to the zoo with her family. On June 1, Mary earned 70 cents babysitting. On June 3, she mowed the lawn and earned 75 cents. Mary added 30 cents to her savings account on June 4 when she watered plants for her Dad. On June 5, her neighbor paid her 50 cents to walk her dog. On June 7 Mary added another 50 cents to her savings account for giving the dog a bath. On June 10, Mary took all of the money out of her savings account to go to the zoo. She paid 50 cents for a postcard of the zoo. She had to pay sales tax of 5 cents. Mary also bought two stuffed animals. One cost 85 cents and one cost 95 cents. The sales tax for the two animals was 10 cents. Complete the chart to show all of the activity in Mary s savings account for the month of June. Date Activity Money Balance Earned/Spent June 1 Babysitting 70 cents $.70 June 3 Mow lawn 75 cents $1.45 June 4 Water plants 30 cents $1.75 June 5 Walk dog 50 cents $2.25 June 7 Dog bath 50 cents $2.75 June 10 Buy postcard 50 cents $2.25 June 10 Sales tax 5 cents $2.20 June 10 Stuffed animal 85 cents $1.35 June 10 Stuffed animal 95 cents $.40 June 10 Sales tax 10 cents $.30 Savings Chart (Question #11) Scoring Guide 3 = Nine-ten rows completed accurately 2 = Six-eight rows completed accurately 1 = Four-five rows completed accurately 0 = Zero-three rows completed accurately Third Grade Curriculum 211 BOE Approved 1-18-07

12. Answer the following questions: a. How much money did Mary have in her savings account on June 7? $2.75 b. How much money did Mary have in her savings account on June 10 after she deposited money she brought home from the zoo? 30 cents c. Mary had to pay sales tax when she bought the postcard and the stuffed animals. How much sales tax did Mary pay all together? 15 cents d. What are some of the things the sales tax would be used for? (Answers will vary) to improve the community Scoring Guide Question #12 a 1 = for each correct response 0 = for each incorrect response b c d 1 = for each correct response 0 = for each incorrect response 1 = for each correct response 0 = for each incorrect response 2 = understands the purpose of a sales tax and gives specific examples 1 = understands the purpose of a sales tax but does not give specific examples 0 = does not understand the purpose of a sales tax Third Grade Curriculum 212 BOE Approved 1-18-07