Title Social Studies Grade 3 Type Individual Document Map Authors Jenny Wnuk Subject Social Studies Course Social Studies Grade 3 Grade(s) 03 Location District Curriculum Writing History Notes Attachments Page: 1 of 13
September/Week 1 - September/Week 3 September October November December January February March April May June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Unit 1 Introduction to American Citizenship September/Week 4 - November/Week 9 Unit 2 Civics, Government, and Human Rights November/Week 10 - December/Week 15 Unit 3 Geography, People, and the Environment December/Week 16 - February/Week 21 Unit 4 Economics, Innovations, and Technology February/Week 22 - March/Week 27 Unit 5 History, Culture, and Perspectives Page: 2 of 13
Duration: September/Week 1 - September/Week 3 UNIT NAME: Unit 1 Introduction to American Citizenship Enduring Understandings Essential Questions Knowledge Skills Standards - A community is a place where people live, work, and have fun together. - There are many kinds of different communities. - What is a community? - What are the different kinds of communities? - What is a culture? - How does a person exemplify good citizenship? Plans: U Grade 3 Social Studies Unit 1: Introduction to American Citizenship - A community is a place where people live, work, and have fun together. - A rural community is in the countryside. - A suburban community is near a city. - An urban community is in a city. - A culture is the way a group of people lives. - Showing that you care about others demonstrates good citizenship. - Define the concept of a community - Describe the types of places that make up a community - Explain the ways in which communities produce goods - Define the concept of a culture - Explain the concept of a rural, suburban, and urban community - Compare and contrast the different types of communities - Identify and describe an ordinary person who exemplifies good citizenship 6.3.4-Active Citizenship in the 21st Century.: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. (KG, 01-04) 6.3.4.A-Civics, Government, and Human Rights (KG, 01-04) 6.3.4.B-Geography, People, and the Environment (KG, 01-04) 6.3.4.C-Economics, Innovation, and Technology (KG, 01-04) 6.3.4.D-History, Culture, and Perspectives (KG, 01-04) Page: 3 of 13
Duration: September/Week 4 - November/Week 9 UNIT NAME: Unit 2 Civics, Government, and Human Rights Enduring Understandings Essential Questions Knowledge Skills Standards - The government of the United States protects the rights of people. - Citizens have rights and responsibilities to their community, state, and country. - The U.S. Constitution explains the laws and rights of people in the country. - What is government? - Why do we need government? - What is the importance of the Declaration of Independence? - What is the importance of the U.S. Constitution? - How is the U.S. government organized? - What is the importance of the Bill of Rights? - A democracy is a government that is run by the citizens. - A republic is a government in which citizens elect representatives to speak for them. - The Declaration of Independence says people have rights the government must protect, England's King was not fair, and the colonies are now independent and free. - The Constitution is a plan for United States government. - Ammendments are changes to the Constitution. - The Bill of Rights protects the rights of the people. - The executive branch is the President. - The legislative branch is Congress. - The judicial branch is the Supreme Court - Explain what a government is and why governments are necessary. - Differentiate between a republic and a democracy. - Explain the purpose of the Declaration of Independence. - Identify the writers of the Declaration of Independence. - Describe how the Declaration of Independence still affects their lives today. - Explain the purpose of the U.S. Constitution. - Explain the where, when, and who of the U.S. Constitution. - Describe the meaning of the Preamble. - Discuss the need for the separation of powers. - Explain the purpose and powers of the legislative, executive, and judicial branches. - Explain the need for amendments to the Constitution. - Explain the purpose of the Bill of Rights. 6.1.4.A-Civics, Government, and Human Rights (KG, 01-04) 6.1.4.1-Rules and laws are developed to protect people s rights and the security and welfare of society. (KG, 01-04) 6.1.4.A.1-Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. (KG, 01-04) 6.1.4.2-The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens. (KG, 01-04) 6.1.4.A.2-Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy. (KG, 01-04) 6.1.4.3-American constitutional government is based on principles of limited government, shared authority, fairness, and equality. (KG, 01-04)[State:New Jersey] 6.1.4.A.3-Determine how Page: 4 of 13
Plans: U Grade 3 Social Studies Unit 2: Civics, Government, and Human Rights fairness, equality, and the common good have influenced change at the local and national levels of United States government. (KG, 01-04) 6.1.4.4-There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns. (KG, 01-04) 6.1.4.A.4-Explain how the United States government is organized and how the United States Constitution defines and limits the power of government. (KG, 01-04) 6.1.4.A.5-Distinguish the roles and responsibilities of the three branches of the national government. (KG, 01-04) 6.1.4.5-In a representative democracy, individuals elect representatives to act on the behalf of the people. (KG, 01-04) 6.1.4.A.12-Explain the process of creating change at the local, state, or national level. (KG, 01-04) Page: 5 of 13
Duration: November/Week 10 - December/Week 15 UNIT NAME: Unit 3 Geography, People, and the Environment Enduring Understandings Essential Questions Knowledge Skills Standards - A map and/or globe is used to show an aerial view of the world. - Land is divided into continents, countries, and states. - What view does a map show? - How are colors used as map symbols? - How do maps show natural features? - How do maps show cultural features? - How are maps and globes different? - Which are continents and which are countries? - How do people use natural resources? - Where in the world is the United States? - How are the physical environments of different regions of the United States different? - How are the climates of different regions of the United States different? - A map is a special drawing of an area as seen from directly above. - All map colors have a purpose and help show boundaries. - A legend is used to interpret a map. - A globe lets you study the earth in its true shape (sphere). - A region is a large land area that has special features. - The physical environment of a region includes its landforms and climate. - Landforms are shapes or parts of the Earth such as a mountain or plain. - Climate is the kind of weather a place has from year to year. - Natural resources are useful materials that come from the earth. - Read a map utilizing map symbols and a legend - Interpret natural and cultural features on a map - Compare and contrast maps and globes - Identify the 7 continents - Locate countries within a continent - Locate the United States on a map and globe - Locate individual states within the United States - Describe the physical environment of different regions of the United States - Describe the climate of different regions of the United States - Identify the importance of natural resources in a community 6.1.4-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. (KG, 01-04) 6.1.4.B-Geography, People, and the Environment (KG, 01-04) 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. (KG, 01-04) 6.1.4.B.2-Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. (KG, 01-04) 6.1.4.2-Places are jointly characterized by their physical and human properties. (KG, 01-04) Page: 6 of 13
Plans: U Grade 3 Social Studies Unit 3: Geography, People, and the Environment 6.1.4.B.4-Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. (KG, 01-04) 6.1.4.3-The physical environment can both accommodate and be endangered by human activities. (KG, 01-04) 6.1.4.4-Regions form and change as a result of unique physical/ecological conditions, economies, and cultures. (KG, 01-04) 6.1.4.B.6-Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. (KG, 01-04) 6.1.4.B.8-Compare ways people choose to use and divide natural resources. (KG, 01-04) 6.1.4.B.10-Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences. (KG, 01-04) Page: 7 of 13
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Duration: December/Week 16 - February/Week 21 UNIT NAME: Unit 4 Economics, Innovations, and Technology Enduring Understandings Essential Questions Knowledge Skills Standards - Technology and innovations change communities. - People make choices about how money is earned, spent, and saved. - How have transportation, communication, and medicine changed over time? - Why are new inventions needed? - How can money be earned, spent, and saved? - How do we make good economic choices? - What are renewable, nonrenewable, human, and capital resources? - An invention is something that is made for the first time. - Money is earned when you work and get paid. - A budget is a plan that shows income, spending, and savings. - An income is all of the money a person earns from a job or other places. - Spending is the amount of income a person uses to buy goods and services. - Savings is the amount of income that is not spent. - An economic choice is when a person buys one thing rather than another. - Goods are things that people make or grow and then sell. - Services are jobs that one person does for another. - Together, goods and services are called products. - Supply is the amount of a product that people want to sell at different prices. - Demand is the amount of - Read and create timelines. - Describe the ways in which transportation has changed over time. - Describe the ways in which communication has changed over time. - Describe the ways in which medicines have changed over time. - Describe the importance of new inventions. - Create an invention to solve a problem. - Identify ways of earning, spending, and saving money. - Explain the ways in which people make decisions about money, goods, and services. - Use a decision making process to make good economic choices. - Explain the ways in which supply and demand affect the price of goods and services. - Differentiate among renewable, nonrenewable, human, and capital resources. 6.1.4.C-Economics, Innovation, and Technology (KG, 01-04) 6.1.4.1-People make decisions based on their needs, wants, and the availability of resources. (KG, 01-04) 6.1.4.C.1-Apply opportunity cost to evaluate individuals decisions, including ones made in their communities. (KG, 01-04) 6.1.4.C.2-Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. (KG, 01-04)[State:New Jersey] 6.1.4.2-Economics is a driving force for the occurrence of various events and phenomena in societies. (KG, 01-04) 6.1.4.C.4-Describe how supply and demand influence price and output of products. (KG, 01-04) 6.1.4.C.5-Explain the role of specialization in the production and exchange of goods and services. (KG, 01-04)[State:New Jersey] 6.1.4.C.8-Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market Page: 9 of 13
goods or services that people want and can pay for at different prices. - Profit is the income a business has left over after costs are paid. - A renewable resource is a good that can be replaced in a short time (trees). - A nonrenewable resource is a good that takes a very long time to replace (oil). - Human resources are people who make products or provide services. - Producers are the people who make products. - Capital resources are machines, tools, and buildings that are used to produce goods and services. - Scarcity means that there is not enough of something to meet wants and needs. - Explain the impact of scarcity on goods and services. - Describe how people depend on one another for goods and services. and events in the world community. (KG, 01-04) 6.1.4.4-Availability of resources affects economic outcomes. (KG, 01-04) 6.1.4.5-Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment. (KG, 01-04) 6.1.4.C.10-Explain the role of money, savings, debt, and investment in individuals lives. (KG, 01-04) 6.1.4.6-Creativity and innovation affect lifestyle, access to information, and the creation of new products and services. (KG, 01-04) 6.1.4.7-Economic opportunities in New Jersey and other states are related to the availability of resources and technology. (KG, 01-04) 6.1.4.C.15-Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. (KG, 01-04) 6.1.4.8-Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products. (KG, 01-04) 6.1.4.C.16-Explain how creativity and innovation resulted in scientific Page: 10 of 13
Plans: U Grade 3 Social Studies Unit 4: Economics, Innovation, and Technology achievement and inventions in many cultures during different historical periods. (KG, 01-04) 6.1.4.C.18-Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. (KG, 01-04) Page: 11 of 13
Duration: February/Week 22 - March/Week 27 UNIT NAME: Unit 5 History, Culture, and Perspectives Enduring Understandings Essential Questions Knowledge Skills Standards - People in communities may come from different places. - When people come to a new country, they bring their traditions and cultures with them. - National holidays are celebrated in communities across the country. - Cultures are different in different parts of the world. - How are cultural groups alike and different? - Why do people move to a new location? - Why do we have traditions and celebrate holidays? - What celebrations do we have in our nation? - What is it like to live in the 7 different continents? - An opportunity is a chance for something better to happen. - An immigrant is a person who moves into a country and lives there. - A custom is a way of doing things. - Ancestors are relatives who lived long ago. - A symbol is an object that represents something else. - A citizen is an official member of a community. - A holiday is a special day for remember an important person or event. - A tradition is a special way that a group does something. - Explain that the members of a community come from different places. - Discuss the life of immigrants in a new country. - Describe Americans as a people of diverse ethnic origins, customs, and traditions. - Identify the purposes of holidays and traditions. - Identify the purposes of various celebrations across our nation. - Explain what it is like to live in North America. - Explain what it is like to live in South America. - Explain what it is like to live in Africa, Europe, Asia, and Australia. - Explain why Antarctica is uninhabited. - Research and teach the class about a holiday. 6.1.4.D-History, Culture, and Perspectives (KG, 01-04) 6.1.4.1-Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation. (KG, 01-04) 6.1.4.3-Personal, family, and community history is a source of information for individuals about the people and places around them. (KG, 01-04)[State:New Jersey] 6.1.4.5-Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people. (KG, 01-04) 6.1.4. D.13-Describe how culture is expressed through and influenced by the behavior of people. (KG, 01-04) 6.1.4.6-American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States. (KG, 01-04) 6.1.4.9-Historical symbols and the ideas and events they represent play a role in understanding and evaluating Page: 12 of 13
Plans: U Grade 3 Social Studies Unit 5: History, Cultures, and Perspectives our history. (KG, 01-04) 6.1.4. D.17-Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. (KG, 01-04) 6.1.4.10-The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns. (KG, 01-04) 6.1.4. D.18-Explain how an individual s beliefs, values, and traditions may reflect more than one culture. (KG, 01-04) Page: 13 of 13