Curriculum Map Quarter 2 Social StudiesGrade 3

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.)

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Curriculum Map Quarter 2 Social StudiesGrade 3

Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Map Quarter 2 Social StudiesGrade 3

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

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Curriculum Map Quarter 2 Social StudiesGrade 3

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

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Curriculum Map Quarter 2 Social StudiesGrade 3

WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA ”Can Do” Name charts may be located here:  http://shelbycountyesl.weebly.com/wida.html (password: SCS-ESL)

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Curriculum Map Quarter 2 Social StudiesGrade 3

Example: Reading “Historical Events, Figures and Leaders”Entering:Match examples of historical events with illustrations and labels

Beginning:Identify features, people, or events depicted in illustrations and phrases

Developing:Compare/contrast different time periods or people using graphic organizers and sentences

Expanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and text

Bridging:Detect trends based on historical events or people's actions using grade-level text

Example: Reading “Maps and Globes/Locations”Entering:Locate and show places on maps or globes (e.g., Here is Delaware.) in L1 or L2 with a partner

Beginning:Define locations of places on maps or globes (e.g., using relational language Wisconsin is between Minnesota and Michigan.) in L1 or L2 with a partner

Developing:Detail locations of places on maps or globes (e.g., using descriptive language) with a partner

Expanding:Give directions from one place/location to another on maps or globes (e.g., using sequential language) to a partner

Bridging:Give explanations for places/locations on maps or globes (e.g., I know this city is the capital because there is a star.)

Grade 3 Pacing Guide

Suggested Time 1st Quarter Suggested Time 3rd Quarter

Weeks 1-5 Geography – Environment Maps, globes, continents, physical features landforms,

rivers, scarcity, regions Products, natural resources, related to regions, interactions

of people with their environment, and unique weather events

Weeks 1-4 Europe Diversity and its contributions to the culture, history of the region,

major countries, physical features, scarcity, major imports and exports, compare and contrast monarchy and democracy

Weeks 6-9 North America Weeks 5-6 Antarctica

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WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Curriculum Map Quarter 2 Social StudiesGrade 3

Interpret culture, physical features summarize the history, location of regions and countries, goods and services, import vs. exports, and natural resources

Diversity and its contributions to the culture, history of the region, major countries, physical features, scarcity, major imports and exports, impact of people on the environment, McMurdo Station

Weeks 7-9 Australia Culture and History of the region and people, major countries, physical

features, scarcity of the region, government, imports and exports, and economics, Great Barrier Reef, New Zealand, Ayers, Rock, Tasmania

Suggested Time 2nd Quarter Suggested Time 4th Quarter

Weeks 1-5 North America Culture, language, clothing, beliers, map features, timelines,

historical people inventors/inventions, purpose of government, three branches of government, Constitutions, Civics Focus

Weeks 1-3 Asia Major components of history and culture, story, major countries of

the continent, major physical features, imports and exports, how supply and demand affect prices of products

Weeks 6-9 South America Describe the history and culture of South America, Identify

the major countries and physical features, scarcity, imports and exports, compare and contrast types of government

Weeks 4-6 Africa Major components of history and culture, African folk tale, major

countries, major exports and imports, natural resources, scarcity around specific regions, Monarchy (Kings) of Africa and Africa in April

Weeks 7-9 Tennessee History and culture, major historical people, inventors, or inventions.

History of Blues in Memphis, major exports and imports, natural resources, scarcity around specific regions, and Memphis Celebrations such as Memphis in May.

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

North America – Government/HistoryWeeks 1-5

Suggested Tests:North America-The Continent of North America (910L) http://www.readworks.org/passages/north-america-continent-north-america Houlton Mifflin Many Regions One World: North America Pages 6-35Biography of Christopher Columbus(720L): http://packs.eb.com/resourcepacks/article/352985/print Biography of Benjamin Franklin (740L): http://packs.eb.com/resourcepacks/article/353147/print

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~Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

Biography of Harriet Tubman (770L): http://packs.eb.com/resourcepacks/article/353874/print Biography of Susan B. Anthony (860L): http://packs.eb.com/resourcepacks/article/352762/print Biography of George Washington Carver (940L): http://packs.eb.com/resourcepacks/article/352918/printSpeech by Powhatan, as recorded by John Smith, 1609 (760L): http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1170 The Constitution (850L):http://packs.eb.com/resourcepacks/article/353886/print Voting (880L): http://packs.eb.com/resourcepacks/article/400199/print. 3.14 Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

3.15 Use information gained from timelines, primary source, media, and informational text to identify major historical events and patterns in North America. (C, G, H, P) Suggestions areas follow: Mayan Culture, Aztec Culture, Colonial America, the American Revolution, and current events.

3.16 Use timelines and historical passages to summarize the history of a region, including events, inventions/inventors,

3.14 What is culture and how does it affect where you live? Why is culture a valued component to human existences? I can explain culture and describe major

components of my culture and others.

3.14 How do stories, legends, and the arts serve as expressions of cultural traditions? I can interpret different texts to major

components of culture.

3.15 How can information from timelines help to identify major historical events and patterns in North America? I can use information from timelines to

identify major historical events in North America.

3.16 How can the story of another American, past or present, influence your life?

3.14 After reading North America-The Continent of North America aloud, the teacher an students will discuss the meaning of cultures and how cultures are passed down from generation to generation. Have small groups make a list or poster of different races/areas, and different cultures within their own groups. Have each group share different ideas that their team listed as a part of culture and include which race/area the culture is from. Students will individually write a summary of the culture of the United States. Literacy RI.3.7, RI.3.1, W.3.2

3.15 Assign small teams certain time periods showing historical events in North America. Teams will create a timeline of events showing historical events that shaped North America and present to others in class. Display timelines from beginning to end. Compare and contrast Mayan Culture, Aztec Culture, Colonial America and The American Revolution to current events. Literacy RI.3.7, RI.3.1American Historyhttp://libertyskids.com/archive.html http://www.historyforkids.orgColonial America Timelinehttp://www.fasttrackteaching.com/ftap/timeline2.html

3.16 Students will review the timeline of America. Assign students or groups an historical figure/inventor in North America, and have students research and create a timeline of important events in the life of that

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

artists, writers, and political figures. (C,G,H,P,TN) Suggestions are as follows: Christopher Columbus, Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriett Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama

3.17 Compare and contrast a primary source and secondary source of the same event or topic (C,H)

I can summarize the history of North Americans that have influenced changes in our country.

3.17 How can a primary source and a secondary source differ on an event or a topic? How is it possible for different people to interpret an event differently? I can examine primary and secondary

sources for contradictions.

person. Create a paper doll historical figure and write a short speech about the figures’ life to present to class.Literacy W.3.2, RI.3.1, RI.3.2Historical Figureshttp://www.freedomshrine.com http://www.kidinfo.com Biographies for Kids http://gardenofpraise.com/leaders.htm American History Timelinehttp://www.timeforkids.com/destination/usa/history-timeline Biography of Christopher Columbushttp://packs.eb.com/resourcepacks/article/352985/print Biography of Benjamin Franklinhttp://packs.eb.com/resourcepacks/article/353147/printBiography of Harriet Tubmanhttp://packs.eb.com/resourcepacks/article/353874/print Biography of Susan B. Anthonyhttp://packs.eb.com/resourcepacks/article/352762/print Biography of George Washington Carverhttp://packs.eb.com/resourcepacks/article/352918/print

3.17 The teacher will teach primary and secondary sources using the link Resources/~/media/DDB83FE7F55C45B883A4ACCE4C319DB1.ashx . As a class brainstorm a list of events that students can remember during their life time, or choose an event from the past few years that contributed to changes in North America .Have students compare resources making a list of differences and similarities between both sources, and discuss how the sources are the same, and how they are different depending on if the source is a primary or a secondary source. Literacy RI.3.7, W.3.6

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

3.28 Discuss the structure and purpose of government. (P)

3.28 Why do people need governments and how does our government work? What are the three branches of the government and how does it work? I can explain what a government is, and why

it is important to its citizens.

Pearl Harbor Primary and Secondary Sourceshttp://www.ducksters.com/history/world_war_ii/pearl_harbor_attack.phpVideo of Pearl Harbor Attackhttp://packs.eb.com/resourcepacks/149019#/pinboard/overlay/assembly/18891

3.28 (Civics Focus) After reading about the three branches of government using the link http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/1.pdf , students will create a 3 tab foldable describing the duties and member of the three branches of the government. Students will then write a summary of the each branch of the government.

3.28 (Civics Focus) As a class, the teacher and students will make a t-chart of the roles of the government and things the government should/could do for the people. Have students choose one thing and write a persuasive paragraph that explains why it is important to the citizens of North America. Literacy W.3.2

3.28 After reading How a Bill Becomes a Law via the link http://kids.clerk.house.gov/grade-school/lesson.html?intID=17, have the students form the branches of the government and create a bill they want passed in the classroom. Have students write, pass, and vote on the bill. When finished, have students create a flow chart showing how a bill is passed in North America. Literacy RI.3.1Three Branches of Governmenthttps://kids.usa.gov/three-branches-of-government/index.shtml What are the Branches of Governmenthttps://bensguide.gpo.gov/a-what-are-branches Three Branches of Government http://www.congressforkids.net Historical Documentshttp://www.kidsdiscover.com/shop/issues/constitution-for-kids/

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

3.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P)

3.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. (P, TN)

3.29 How do the governments of Canada and Mexico differ from the United States? I can explain the differences and similarities

in Canada’s and Mexico’s government and my own.

3.29 Why is voting important? I can explain the importance of voting.

3.30 What is the Constitution? What influence does this document have on decisions made by governments today?

3.29 Students will use Venn- Diagrams or t-charts to work in small groups to compare and contrast the national governments of Canada, Mexico and the United States. Students will use the information from their graphic organizers to write summaries on each government. Literacy RI.3.1, W.3.2http://www.kidsturncentral.com/links/canpollinks.htm http://vlc.ucdsb.ca/content.php?pid=378623&sid=3102519 http://www.ducksters.com/geography/country/mexico.php http://www.everyculture.com/Ma-Ni/Mexico.html

3.29 Students will read about the right of voting using the link http://packs.eb.com/resourcepacks/article/400199/print. Students will then write a summary of voting and the progression of rights for voting. Literacy RI.3.1, W.3.2

3.29 (Civics Focus) Students will watch the videos What it Takes to be President and History of Presidential Campaigns via http://election.scholastic.com/#. Students will then discuss as a class the plans for presidential candidates if they become president using the links below. Students will use notes from the discussion and display of information on each candidate. Students will write a summary of the plans for each candidate. Students will then have mock election. Students will write the name of their choice on a ballot along with a brief reasoning for their vote using evidence from information displayed, presented, and read. Literacy RI.3.1, RI.3.2, W.3.2, W.3.1

3.30 Place students in small group and give a section of the Preamble to each group. Have the group discuss what their section means, why it is important, and how it affects their personal rights. After they have discussed their part, the students work within their group to create a

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

I can describe the Unite States Constitution.3.30 How is the Tennessee Constitution like the US constitution? I can explain the influence of the US

constitution and the Tennessee Constitution.

Content Vocabulary (Tier 3)Boycott, civil rights, congress, constitution, desegregation government, branches of government

Academic Vocabulary (Tier 2):Explain, summarize, discuss, compare, contrast

Vocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

summary and a skit to present to the class, about what their part means today. Literacy RI.3.1, W.3.2The US Constitution for Kidshttp://www.usconstitution.net/constkidsK.htmlPreamble for Kidshttp://kids.laws.com/preamble-of-the-constitution Tennessee Constitutionhttp://www.tnhistoryforkids.org/civics/i_2 The Constitutionhttp://packs.eb.com/resourcepacks/article/353886/print

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

Weeks 6-9Suggested Texts:South America (980L): http://school.eb.com/levels/elementary/article/353792/print Amazon River (780L): http://school.eb.com/levels/elementary/article/346079 Andes (1000L): http://school.eb.com/levels/elementary/article/346080 Venezuelans Struggle To Keep Fridges Stocked As Economy Suffers (n/p): http://www.huffingtonpost.com/entry/venezuela-food-shortages_us_5720fd11e4b0b49df6a9e03d Food Shortages Take Toll on Venezuelans' Diet (n/p): https://www.theguardian.com/world/2016/may/24/venezuela-crisis-basic-food-shortages Democracy (750L):http://packs.eb.com/resourcepacks/article/352935/printDictatorship (850): http://packs.eb.com/resourcepacks/article/353053/print

3.31 Conduct short research projects to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P)

3.31 What are the characteristics and culture with South American natives?

I can research and describe major foods of South American.

I can research major languages of South American.

I can research and describe major clothing of South American.

I can research and describe major art of South American.

I can research and describe major music of South American.

I can research and describe major beliefs of South American.

I can research and describe major customs of South America

3.32 What are some major events, inventions, inventors, artist, writers, and political figures of South America?

I can use a timeline to summarize major

3.31 Students will research facts from South American history and culture. Students will focus on researching language, food, art, beliefs, clothing, customs, and music. Students will then create a brochure of South America and include facts about its history and culture. Literacy RI.3.1, W.3.2www.historyforkids.org/learn/southamericahttp://www.ducksters.com/geography/southamerica.phpFacts About South Americahttp://www.southamericaliving.com South American Foodhttp://southamericanfood.about.com/od/exploresouthamericanfood/a/history.htm South American Clothinghttp://www.latina.com/fashion/trends/latin-america-traditional-cutltural-outfits

3.32 Look at timelines that show exploration and expansion of countries in South America. Have pairs choose an event, or a person that is important to South America, and research information about the event. Have each group present their portion, and display as a timeline to use throughout unit

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

3.33 Identify on a map major countries of the continent (Brazil, Colombia, Cuba, Peru, and Argentina).(G, O)

3.34 Identify major physical features of the continent Rivers - Amazon Mountains - Andes Bodies of Water - Straits of Magellan,

Lake Titicaca Landforms - Caribbean Islands,

Galapagos Islands

events, and people from South America.

3.33 What are the major countries in South America? Where are the major countries on a map?

I can identify major countries of South America.

I can locate major countries on a map.

3.34 What are some of the major physical features of South America?

I can identify major physical features of South America

3.34 Where are major physical features of South America located?

I can locate major physical features of South America on a map.

on South America. Literacy RI.3.9, W.3.2, W.3.7South American Timelineswww.historyforkids.org/learn/southamerica http://www.timemaps.com/history/south-america-2005ad http://www.worldatlas.com/webimage/countrys/satimeln.htmhttp://www.timetoast.com/timelines/early-history-of-south-america

3.33 Students will review a map of South America and identify/ highlight the major countries of South America. Students will take notes of each major city by detailing the country’s location. Ex. Argentina is located in the southeast region of South America. Students will then use those notes to complete a blank map of South America labeling Brazil, Colombia, Cuba, Peru, and Argentina.http://www.mapsofworld.com/south-america/countries.htmlhttp://www.ducksters.com/geography/southamerica.php

3.34 Students will read articles and view videos of major physical features of South America. Students will then practice locating and plotting the features on maps. Amazon Riverhttp://school.eb.com/levels/elementary/article/346079 Andeshttp://school.eb.com/levels/elementary/article/346080 Lake Titicacahttps://upload.wikimedia.org/wikipedia/commons/5/5b/Lake_Titicaca_map.png Caribbean Islandshttp://www.mappery.com/map-of/Central-American-and-Caribbean-Islands-Map Blank Map of South America

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

3.35 Identify examples of scarcity in and around specific regions. (E, G)

3.36 Interpret a chart, graph, or resource map of major imports and exports.

3.35 What are some examples of scarcity in and around South America?

I can define and give examples of scarcity in and around specific regions in South America.

3.36 What are some imports and exports from South America? What conclusion can be made about the culture of South America using solely the information from the charts, graphs, and maps?

I can give examples of imports and exports from South America.

http://er.jsc.nasa.gov/seh/Mission_Geography/Map_Index.pdf

3.35 After reading texts with peers or with teacher assistance and watching videos, students will Write a reflective piece/summary on water scarcity in Bolivia or the food shortage in Venezuela. Literacy RI.3.1, W.3.2Venezuelans Struggle To Keep Fridges Stocked As Economy Suffers http://www.huffingtonpost.com/entry/venezuela-food-shortages_us_5720fd11e4b0b49df6a9e03d Food Shortages Take Toll on Venezuelans' Diet https://www.theguardian.com/world/2016/may/24/venezuela-crisis-basic-food-shortagesBolivia’s Water Scarcity Videohttp://www.azcentral.com/videos/news/arizona/investigations/2015/08/19/32025129/ Venezuela's Food Shortages Take Out McDonald's Big Mac Videohttp://newsbeatsocial.com/watch/0_l4386erx

3.36 Compare and Contrast different graphs on natural resources, and major imports and exports from South America. Make a class list of imports and exports. Have students fold drawing paper into eight squares and illustrate four imports and four exports of South America. Literacy RI.3.7Map of Highest Valued Exports of South America http://thumbnails.visually.netdna-cdn.com/world-commodities-map-south-america_536bec5b400e6_w670.png

3.36 Students will interpret the import/export chart using the link http://www.fas.usda.gov/sites/default/files/styles/fas_large/public/mar29iatr_3.jpg?itok=SdBPEww6 and write summary paragraph to explain data shown in the chart. Literacy W.3.2, RI.3.7

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

3.37 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E)

3.38 Summarize the differences between a dictatorship and democratic forms of government. (P)

3.37 How does the climate in a region affect the supply of a natural resource?

I can explain how weather forces and environment can change supply and demand.

3.38 How have the governments of Latin America changed over time, and how are they organized today? What is the difference between dictatorship and democracy?

I can summarize the difference between dictatorship and democratic forms of government.

Content Vo cabulary (Tier 3) : culture, dictatorship, democracy, colonization,

3.36 Students will use the link below to read Natural Resources of South America. Students will also review a natural resources map included in the tex. Students will then answer text-depended and document-based questions to convey their comprehension of the map and text. Literacy RI.3.1, RI.3.7Natural resources: Natural Resources of South Americahttp://media.maps101.com/SUB/ugact/grade3_lesson11.pdf

3.37 After reading articles and watching videos on supply and demand, students will summarize the meaning of supply and demand. Students will then create a comic strip that expresses supply and demand on food in Venezuela. The teacher may refer to articles from the 3.35 task above for a review of food shortages in Venezuela. Literacy RI.3.1, W.3.2, W.3.7Supply and Demandhttp://bizkids.com/clip/supply-and-demandWater Supply and Demandhttp://www.siswebs.org/water/PlanningandManagement/Teaching_Water_Supply__Demand_Concepts_to_Kids_Video/ Comic Strip Templatehttp://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/writingbinder/6box.pdf

3.38 After reading the article on democracy and dictatorship, students will create a Venn Diagram to compare and contrast the two types of government. Students will then use their Venn Diagram to write comparative paragraphs about the two types of government. The teacher will also use the link http://www.mapsofworld.com/thematic-maps/types-of-governments.html to show the different types of government around the world. Teachers will be sure to focus on the government of the United States of America and different countries in South America. Literacy RI.3.1 W.3.2, RI.3.7

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Curriculum Map Quarter 2 Social StudiesGrade 3

TN Social Studies State Standards Guiding Questions/”I Can” Statements/ Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

industry, merchant, urban, suburban, rural, longitude, latitude, scarcity, import and export, goods, services, supply and demand, natural resources, mining, agriculture, forestry

Academic Vocabulary (Tier 2): Summarize, explain, interpret, identify, primary sourcesVocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

Democracyhttp://packs.eb.com/resourcepacks/article/352935/print Dictatorshiphttp://packseb.com/resourcepacks/article/353053/print Types of Governments Around the Worldhttp://www.mapsofworld.com/thematic-maps/types-of-governments.html

Additional Resources Time for Kidswww.timeforkids.comTennessee History for Kidshttp://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelines

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Curriculum Map Quarter 2 Social StudiesGrade 3

http://www.ushistoryatlas.com/site/members_homepage.htmlGeography: Photos, maps, graphshttp://juniorgeographer.com/site/homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documentshttp://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/Britannica Digital Learning (username: shelby / password: county)http://school.eb.com/levelsRead Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesText Book Resources (Must Be Purchased)http://store.gibbssmitheducation.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/Britannica: Resource Packs Username: Shelby Password: Countyhttp://packs.eb.com/resourcepacks#/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Responsehttp://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.htmlCK-12: 3rd Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/CK12: 4th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/CK-12: 5th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-5th-Grade-Social-Studies-American-History-1850-to-Present/section/1.0/

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