Proficiency Overview -...

Proficiency OverviewGrade Three

GeographyStudents will acquire geographical understanding of the five (5) basic themes of geography (region, human/environmental, interaction, place and location) and the interconnectedness among them by using a globe, different kinds of maps, map keys, map symbols, and compass rose, and using intermediate directions.

Living in CommunitiesStudents will develop an understanding of the diverse communities that exist in the United States and appreciate the landforms and bodies of water that provide us with many resources using main idea strategies and map scales.

Looking Back to the PastStudents will extend their knowledge of the County’s early communities and how the community has changed as a result of the migration by studying the different ethnic, and cultural groups, creating timelines, designing community villages and creating an infographic, designing artifacts.

Building a GovernmentStudents will develop an understanding of the formation of our government, its importance and affection our lives and the impact it has on our role as citizens by role-playing, using grid maps, making a collage and making a citizenship mobile.

Communities on the MoveStudents will appreciate how immigration and technology has contributes to the expansion of the United States because of advanced communication and transportation by inventing a new form of transportation, using information from a line graph, taking a class trip to Ellis Island, making collages of past and present clothing/transportation, and making travel stamps.

Working TogetherStudents will develop an understanding of the interdependence and importance of the economy and how the diverse jobs are essential components of the County’s growth by surveying businesses in a community, reading flow charts, role playing interview for a job, have a career fair and having a simulated assembly line.

Special Section: Exploring your CommunityThis special section, part 1 and part 2 can be infused during the school year within the other units. Part 1 highlights a community in Los Angles, CA. Is can be used as a guide or reference to assist students in analyzing their community. Part 2 highlights holidays celebrated throughout the United States and can be used to initiate discussion on the diverse ways of celebrating

Grade Three Page 3 - 1

Grade Three

The text used for Grade Three beginning with the 1999-2000 school year is: McGraw Hill School Publishers, Adventures in Time and Place: Communities. Skills lessons are in ITALICS

This pacing guide is intended to be just that – a guide to effective presentation of course content. While all content should be presented during the school year, teachers should feel free to tailor the pacing to their students’ needs. This pacing guide refers to specific content and activities in the text. However, teachers should look beyond the textbook when developing effective lessons. The ancillary materials provided by the publisher can help, as can the resources mentioned in the Curriculum Guide.

Among assessment tools teachers may use are the publisher’s assessments, portfolios, student observation, projects, and teacher-made assessments. It is always a good idea to use a variety of assessments.

I Introduction September

A Your Textbook At A Glance September B Communities

1. What Is A Community?2. Main Street, U.S.A. 3. Kinds of Communities.

C Geography Skills 1. Using Globes2. Using Maps3. Different Kinds Of Maps4. Map Scales 5. Communities In Other Countries

D Civics 1. Citizenship2. Listening To Other Peoples’ Views

II Exploring Communities OctoberA Geography

1. Our Country2. Landforms3. Natural Resources4. Intermediate Directions5. Resources In Other Countries

B Civics 1. Citizenship


2. Community InvolvementIII America Long Ago November

A A Native American Community 1. Native American Communities2. Past And Present3. Making Decisions

B English Colony/Jamestown December1. Geography2. Past And Present3. Timelines

C Spanish Mission 1. Geography2. Past And Present3. Reading Bar And Line Graphs

IV Building A Government January/FebruaryA A New Country Is Born January

1 Ben Franklin2 Philadelphia3 A New Flag4 First President5 Comparing And Contrasting

B Civics 1 Citizenship2 Working Together

Mid Term Assessment

C Countries And Capitals February1 Our Nation’s Capital2 Other Nations’ Capitals3 Using Grid Maps

D Citizenship 1 Local Government2 Being An Active Citizen

V People On The Move MarchA New Homes, New Lives

1 Moving West2 Coming To America3 Moving To Northern Cities4 Immigration Today

Grade Three - 3

5 Family LinksB Citizenship

1 Becoming A Citizen2 Community Involvement

VI Changing The Way People Live AprilA How We Travel

1 From Steamboat To Space Shuttle 2 Transportation Maps

B How We Communicate 1 From Town Crier To Internet2 Understanding Change

VII Working Together May/JuneA Work And Money

1 Why We Work2 How We Work3 Where We Work4 Changing Ways Of Work

B Producing Goods 1 On The Farm2 Mining The Land3 On The Assembly Line

Final Assessment


Grade Three Content Overview

CONTENT AS APPLIED TO THE NJ SOCIAL STUDIES STANDARDS

6.1 All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.

American Revolution, citizen participation, Iroquois, elections, Bill of Rights, three branches of government, Constitution, rights and responsibilities, patriotism, voting, class rules, symbols, city council.

6.2 All students will learn democratic citizenship through the humanities by studying literature, art, history, and philosophy, and related fields.

Utilize the following connections from the text, Internet and other available resources including :Songs-“The Express Train” “America” “Harvest”

Literature Big Book titles and additional literature connections-Open Range Coyote Gets Turkey Up A TreeThe Channel Tunnel Uncle Jed’s Barber ShopA Year In The City The Story Of The Milky WayCity Green A Fourth Of July On The PlainsJalapeno Bagels

Art Portraits-Paul Revere Mona LisaSelf Portrait By Cezanne Harriet Tubman Photo

6.3 All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions throughout the history of New Jersey, the United States, and the World.

Colonist, Constitution, classifying, compromise, Congress, decision, independence, international trade, private property, president, Supreme Court, tax


6.4 All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.

Slavery, ancestor, custom, alike and different, Jamestown, Labor Day, national symbols, Pledge of Allegiance, town meeting,

6.5 All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.

Traditions, customs, diversity, family, cultural artifacts, family tree, Vietnam, relative, mission, technology

6.6 All students will acquire historical understanding of economics forces, ideas, and institutions throughout the history of New Jersey, the United States, and the world.

Students will be able to understand how economics affect society using real life experiences to explain the role of money in everyday life, the relationship of price to supply and demand, and identify the differences between wants and basic needs. Content includes: money, jobs, Labor Day, service, inventor, trade, tax, assembly line, cause, consumer, domestic trade, effect, employer, factory, goods, international trade, manufacturing, services.

6.7 All students will acquire geographical understanding by studying the spatial terms.

Compass Rose, country, continent, landforms, routes, lake, plain, mountain, river, ocean, island, canyon, hill, directions, globe, map, almanac, bay, canyon, cardinal directions, channel, cliff, coast, dam, desert, grid map, hemisphere, intermediate directions, locator, map key, North pole, peninsula, plateau, scale.

6.8 All students will acquire geographical understanding by studying human systems in geography.

Telegraph, transportation, agriculture, gold rush, Communities, shelter, suburb, urban, pioneer, factory, explorer, population, pony express, public services, political boundaries, local issues

6.9 All students will acquire geographical understanding by studying the environment and society.

Goods, land use, resources, distribution, weather, and erosion, pollution, process, climate, region, physical environment, floods, natural hazards, predictions, physical change, map symbols, transportation modes.

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GOAL/OBJECTIVE Students will acquire geographical understanding of the five (5) basic themes of geography (region, human/environmental, interaction, place and location) and how they interconnect.

THEME/CONTENTSTATE, NATIONAL STANDARDS

ACTIVITIESEXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS INDICATORS

REFERENCES FOR CROSS-CONTENT CONNECTIONS/TEACHER’S NOTES

NATIONAL COUNCIL FOR THE SOCIAL STUDIESCultureIndividual Development and IdentityPower, Authority and GovernmentCivic Ideals and Practices

CONTENTGeography CountryAmericaUnited StatesRegionOceansCitiesUrbanRuralSuburbanLocationEnvironmentnatural resourcespopulationCitizenshipCitizenHistory

STATE6.1.2 Citizenship Participation6.5.3 History Cultural

NATIONAL Social Studies VII a give examples that show how scarcity and choice govern economic decisionsVIII e suggest ways to monitor science and technology to protect society X a identify key ideals of the U.S.’ democratic republican form of government

Discuss the responsibility each individual has in making the school environment the best it can be. Have students create a sketch map of the school locating areas that need improvement. Create committees to address the area. Highlight area on the map after the completion and check periodically

Have students investigate the background of another county in the world. In groups, students create a map of the country showing major cities, natural features and landmarks. Have students create sheet with five questions with standard information about country size, population, etc. If all countries of the world are represented, an atlas can be created.

Students can make an edible map of a state or country. Give each group a reference map to make an outline of the country, and find geographical features. Have students shape the clay to represent the state or country. Place edible objects to represent the landmarks, bodies of water, landform, etc. Have students create a map key. Advanced preparation parental involvement advised.

BLOOM’S TAXONOMY: Knowledge, Comprehension, Application

For additional or alternate activities see NJ Framework, Chapters 2 – 3 (pp. 203 – 290)

Language Arts Literacy:3.3.4.b, 10Compose persuasive letter to the administrator requesting permission to address the area.

3.3.4.6Have students use the letters in the name of the country to create an acronym.


GOAL/OBJECTIVE: Students will develop an understanding of the diverse communities that exist in the United States and appreciate the impact of landform and bodies of water on the development of communities.

THEME/CONTENTSTATE, NATIONALSTANDARDS



NATIONAL COUNCIL FOR THE SOCIAL STUDIESTime, Continuity or ChangePower, Authority and GovernmentPeople, Authority or GovernanceCivic Ideals and PracticesGlobal Connections

CONTENTCommunityGeography Global AwarenessVisual Aids/Prompts

STATE 6.2.1 Citizenship Theory and Practice6.4.1 History Social6.7.2,3,4 Geography Spatial

NATIONALSocial Studies I a describe similarities in addressing human needsII d identify and use various sources for reconstructing the past III f describe and speculate about physical system changes VI aIX a how culture may result global understanding or lead to misunderstandingX b identify examples of rights and responsibilities of citizens

Display three portraits (visual data) from different countries from the past and discuss how to interpret them. Have student consider the subject, style of clothing and the background to gain information about the sitters’ personality and position in society. Have students orally or in writing respond to questions such as the following: What clothes is the person wearing?, etc. Compare and contrast the portraits.

Analyze with the students an event in the local community or the school community for which there may have been media coverage, such as an election or the building of a shopping center. Write an editorial to suggest how change might affect the lives of the children and adults. Students learn about the concepts of rights and how this concept relates to their lives.

Ask family members, friends, and others to send picture postcards to the class as they travel. As each card is received discuss the culture, physical and environmental characteristics of the place shown on the card to help the student determine its location in the world. Using a styrofoam ball or balloon students label the continents and oceans; include the principle parallels and meridians as a guide to the correct placement.

BLOOM’S TAXONOMY: Analysis, evaluation


Visual and Performing Arts1.1.1Have students listen to music from different time periods. Students will distinguish style, rhythm, lyrics, beat and instruments being played.Compare and contrast with present.

Math 4.3.6Create a bar graph for the temperature of each country being represented.


GOAL/OBJECTIVE: Students will extend their knowledge of the country’s early communities and how the communities are changed as a result of immigration and/or the migration of groups.




NATIONAL COUNCIL FOR THE SOCIAL STUDIESCulturePeople, Places and EnvironmentIndividuals, Groups, and InstitutionsInstitutionsPower, Authority and GovernanceScience, Technology and SocietyGlobal Connections

CONTENTGeographyCitizenshipCustomsNative AmericanAncestorDiversityLifestylesPony ExpressGoodsImmigrationMulticulturallegacy

STATE 6.1.2,4 Citizenship ParticipationCitizenship6.5. History Cultural 6.7.1 Geography Spatial6.8.5 Geography Human Systems

NATIONALSocial Studies I a. describe similarities in addressing human needs I. b. how experiences are interpreted differentlyIII. b. use various representations of the earth (maps, globes, etc,III. f. describe and speculate about physical system changesV. c. describe the interactions of people with institutionsVI. a. examine the rights and responsibilities of the individual to his/her

Help create a “radio program” called “Voices Of The Past”. Form small groups based on the Indian Culture you are studying. Each group will prepare a script, appoint an announcer, and choose speakers to represent members of the culture. The announcer will ask each speaker questions about the culture they were part of, where they lived, where their lands were and something about their daily life and government.

Have students compare technology and cultural elements of today with technology and cultural elements of the past (tools, weapons, clothing, food, shelter, etc). Students can draw the items being compared creating a parallel between ancient and modern technologies on a chart.

Compare a Native American cultural group from the Northeast to another from the Southwest (TE p. F3). Compare their lifestyles, agriculture, religious beliefs, and natural resources used and how the geographical locations affected these elements. Name the states they inhabited using map on R6.

BLOOM’S TAXONOMY: Knowledge, Application, Analysis


Workplace readiness1.3,9Research the various positions available in the radio station. Write a descriptive paragraph stating why they would qualify for the position.

Performing Arts1.3.1Invite to research dances and music of Native American Cultures. Students can bring the music and demonstrate or describe the dance and music.


social group VIII. a. identify how science and technology have changed people’s livesIX. c. examine the effects of changing technologies on the global community

GOAL/OBJECTIVE: Students will develop an understanding of the formation of our government, its importance, and its effect on our daily life.





NATIONAL COUNCIL FOR THE SOCIAL STUDIESPeople, Places, and EnvironmentCivic Ideals and Practices

CONTENTSymbolismCapitalsResearchHistorical Landmarks

STATE6.1.6 Citizenship Participation6.3.1,3 History Political6.7.1Geography Spatial

NATIONALSocial Studies I a describe similarities in addressing human needsII b use timelines to understand past, present, future and long ago; recognize cause and effect relationshipsX d practice forms of participation consistent with the ideals of citizens

Using the K-W-L chart, brainstorm with students what they know about the U.S. Flag and what they want to know. Then have the students research the American Flag. Stars and Stripes Proper procedures for displaying, folding, saluting and

caring for the flag. Have the students engage in proper procedure.

First design of the flag What does the flag symbolizes? The have students fill in

the L column of the chart. Using a U.S. map, have students identify the Capital of

each state and research the historical significance of its name.

Using an enlarged grid map of the school district, research and locate historical landmarks (churches, banks, etc.) and community services (Library, fire stations, parks, etc.) Mark locations on map with colored flag pins. BLOOM’S TAXONOMY: Knowledge, Application, synthesis


Language Arts/Literacy3.1.8Design a “Coat of Arms” shield representing the character sets of a good citizen. Present to class and display.

Art1.3.1Make a collage of Historical landmarks in each state.

Math 4.1.2,4Students can create word problems using data obtained from research. When building was erected and how many years it is in existence.

GOAL/OBJECTIVE: Students will appreciate how immigration and technology have contributed to the expansion of the U.S.





NATIONAL COUNCIL FOR THE SOCIAL STUDIESCultureTime, Continuity, and ChangePeople, Places and EnvironmentIndividuals, Groups, and InstitutionsPower, Authority and GovernanceCivic Ideals and Practices

CONTENT

Historical EventsCommunicationsCitizenship

STATE 6.1.1Citizenship Participation6.4.4 History Social6.8.4 Geography Human Systems

NATIONALSocial Studies I e describe importance of cultural unity and diversityII a, cite reasons for different views of describing same event c compare and contrast different accounts of events III g describe how architecture reflects ideas, personality and culture IV g explain why individuals may respond to events in different ways V d, describe tensions of between groups and individuals

Citizenship is a special status. Discuss why citizenship is important. Help students understand the criteria for being a citizen. Ask students to explain whether the government can legally take away a person’s citizenship. Recite the oath. Ask students to consider one thing they would add to or delete from the oath of loyalty. (TE p. 235) and why.

To assist students in understanding the events of the past and develop a historical perspective about those events, students can use the internet to study “I have a Dream” speech by Dr. M. L. King. Identify contributions, events, during the Civil Rights movement and King’s role in paving the way to fair practices for all people, etc. Students will discuss how communication has changed around the world and its effect on our everyday lives. Use a Venn diagram to compare and contrast early communications (1800-1899) with present communication (1900-1999). From the diagram, identify forms of communications used during the 1800’s that are still used today (letters, newspapers, books, etc.). Consider how communication will change in the 21st Century and what impact will it have on our lives.

BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Analysis, Evaluation


Language Arts/Literacy3.2.33.1.7Read Aloud “Grandfathers Journey” by Allen Say

Discuss with students significance in keeping oral history alive even if one is a citizen of another country.

3.1.5Learn and recite poem “Dr. Martin Luther King, Jr.” in groups.

Art1.3.1Create a sketch of a communication invention for the 21st Century.

GOAL/OBJECTIVE: Students will develop an understanding of the importance and interdependence of the economy and how diverse jobs are essential components of the country’s growth.


ACTIVITIESEXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD BE ABLE TO DO TO MEET THE STANDARDS AND CUMULATIVE PROGRESS



INDICATORSNATIONAL COUNCIL FOR THE SOCIAL STUDIESTime, Continuity, and ChangePeople, Places and EnvironmentIndividuals, Groups, and InstitutionsPower, Authority and GovernanceProduction , Distribution and ConsumptionCivic Ideals and Practices

CONTENTLeadershipCitizenshipBallotRegistrationVotertown meetinggovernorcity council,GeographyMapsFarmingManufacturingHarvestAgriculturalconsumer

STATE 6.1.2,3 Citizenship Participation6.6.3 History Economic6.8.3,4 Geography Human Systems6.9.2 Geography Environmental

NATIONALSocial Studies VI e distinguish local, state, and national government and identify its leadersVIII e, hX a identify key ideals of the U.S.’ democratic republican form of government b identify examples of rights and responsibilities of citizens

Discuss the roles and responsibilities in your local government. Have an election of officers (mayor, and council members) in class. Have a mock council meeting and present a problem. The city council listens actively to all sides of the issue as to how to solve the problem. After listening to all points of view, the City Council will vote on the best solution.

Have students work in groups to find out what states or countries some foods come from. On a large wall map, have students pin pictures of the product s on the state or country of origin. Connect yarn to pictures and extend to New Jersey. Discussion can include reasons why certain foods come from certain places. You can also talk about the different forms of transportation used to transport food.

Students can create a graphic overview of how products are transported to market.

Using the United States Farm Products Map (TE p 302), formulate questions for students to answer based on scale, cardinal direction, intermediate directions and compass rose

BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Evaluation


Social Studies6.1.3Take a tour of City Hall or invite a Council member to address class.

Math 4.9.1Chart the different sizes of products. Students can measure containers of milk, potatoes, cereal and chart. Discuss different ways of measuring products.

Science5.10.2Invite students to write to friends, relatives or an environmental agency in other parts of the country. Students should ask each person to send a soil sample. Student can compare the soil samples from around the country and ask what they can tell about the place from the soil.

GOAL/OBJECTIVE: (Newark Infusion ) Given a Venn Diagram, the learner will be able to analyze how the ideas of significant people affected the history of their community by viewing and discussing a model phonograph invented by Thomas Edison and completing the graphic organizer provided below.





NATIONAL STANDARDS FOR SOCIAL STUDIES THEMETime, Continuity, and ChangeProduction, Distribution, and ConsumptionScience, Technology,, and Society

CONTENT

Seth Boyden (Newark Inventor and industrialist)

Thomas EdisonElectricityDiscoveryInventionLight bulbPhonographTelegraphPatent

STATE 6.4.1 Historical Societal Forces6.6.4 Historical Economic Forces

NATIONAL

History

Topic 2-3 : History of student’s own state or region

Provide students with a blank Venn diagram similar to the following visual framework. The diagram should be labeled :

Phonograph/Compact Disc Player

Unique to Phonograph Unique to CD Player

Similarities

In this lesson, 3rd and 4th grade students will learn about the inventions and contributions of Thomas Edison and how some of the inventions continue to affect their lives today. In a cooperative learning setting, students will discuss the content listed and read pages 162-163 in the 4th grade text, “You, New Jersey, and the World.” Students will view a model of Edison’s phonograph, and then compare and contrast Edison’s phonograph to a model of a modern day compact disc player while completing the sample Venn diagram offered above.

BLOOM’S TAXONOMY: Knowledge, comprehension, application, analysis

Science 5.3(1) Hear, read, write, and

talk about scientists and inventors in historical context

(2) Recognize that scientific ideas and knowledge have come from men and women of all cultures.

Language Arts/Literacy 3.5(1) Use speaking, listening,

writing, and reading to assist with viewing.

(8) Use simple charts, graphs, and diagrams to report data.

Resources:

Edison phonograph diorama available through Newark Museum Educational Loan Collection (Item # N553)

Phone: (973) 596-6630 Contact: Nino Quito

Edison National Historic Site

Phone (973) 736-0550

Website: http://www.nps.gov/edis/home.html


http://www.nps.gov/edis/home.html

http://www.nps.gov/edis/home.html

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