Troup County School SystemSocial Studies Curriculum Map

Third Grade~ Unit 1Each underlined standard/element is a direct link to formative assessment examples.

Roots of Our Democracy / Our Government / Geography / Paul Revere/ Frederick DouglassGMAS Content Weights: History - 30%, Geography – 20%, Government/Civics – 30%, Economics – 20%

Informational Process Skills:2. Organize items chronologically4. Distinguish between fact and fiction5. Identify main idea, details, sequence of events, and cause and effect11. Draw conclusions and make generalizations13. Translates dates into centuries, eras, or ages

Map Skills3. Use a letter/number grid system to determine location5. Use inch to inch map scale to determine distance on map7. Use a map to explain impact of geography on historical and current events9. Use latitude and longitude to determine location

Pacing: Introduction to Social Studies/Build rituals and routines – about 3 daysRoots of Our Democracy – about 7 days, Geography – about 8 days, Paul Revere – about 7 days, Frederick Douglass

– about 7 days, Economics – about 5 days, Review – about 4 days

Roots of Our Democracy – about 7 daysGPS Standards Understand Know Be Able To System Resources

Roots of Our DemocracySS3H1 The student will explain the political roots of our modern democracy in the United States of America.

Beliefs and Idealsa. Identify the influence of Greek architecture (columns on the Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present.

Roots of Our Democracy

SS3H1

How did Greek architecture influence columns on American government buildings?

How does the present day Olympics compare to ancient

Roots of Our Democracy

SS3H1ArchitectureIonicDoricCorinthianColumnsParthenonSupreme Court Building

Roots of Our DemocracySS3H1

a.(DOK1) Identify the influence of Greek architecture, law, and the Olympic games on the present

a.(DOK 3) Explain how Greek architecture influenced American architecture (Identify Doric, Ionic and Corinthian columns found on US buildings-US Supreme Court Building)

a.(DOK 2) Compare the beginning of the Greek Olympic games and discuss their influence today

Roots of Our DemocracySS3H1

Best Practices Example Lesson Plan – Ancient Greece

ActivatorsDiscovery Education:America’s Roots (3:34)We Are From…: Greece (11:06)

Virtual Tour of Lincoln Memorial – point out different types of columns

I Do/We Do

GADOE Frameworks Foundations of USA

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a.(DOK2) Describe the Ancient Greek legal system and how it influenced the American legal system

a.(DOK 2) Identify ways the Greek form of government influenced US government

Georgia Experience:*Chapter 1 Ancient Greece*Chapter 2 Map Skills (SS3H1)

Georgia Studies Weekly:*Week 1*Week 2

Lincoln Memorial architecture

Brainpop: Olympics

H1 Greek Influence – flipchart

Brainpop: Democracy

3 Branches of Gov't

You Do

H1.c Democracy: Direct / Representative

Assessments

Georgia Studies Weekly Teacher Resource pages 7-10 Olympics

Georgia Studies Weekly Teacher Resource (White Booklet) pages 11-14 Democracy and maps

Click here for other lessons and resources

b. Explain the ancient Athenians’ idea that a community should choose its own leaders.

How does direct democracy differ from representative democracy?

Democracy Representative democracy Direct democracy Greece

b.(DOK 3) Explain why Athenians wanted to choose their leaders

c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy.

What influence did ancient Greek democracy have on the modern democracy in the US?

What is a republican form of government?

c.(DOK 2) Compare and contrast representative democracy versus a direct democracy

SS3G1 The student will locate major topographical features.

Location

d. Locate Greece on a world map.

SS3G1Where is Greece located in relation to the United States?

SS3G1d.(DOK 1) Locate Greece on a World map

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US Geography – about 8 daysGPS Standards Understand

(Essential Question)

Know Be Able To(Matches EQ)

System Resources

SS3G1 The student will locate major topographical features.

Location

a. Identify major rivers of the United States of America: Mississippi River, Ohio River, Rio Grande River, Colorado River, Hudson River.

GeographySS3G1Where is the Mississippi River?Where is the Ohio River?Where is the Rio Grande River?Where is the Colorado River?Where is the Hudson River?

GeographySS3G1Mississippi RiverOhio RiverRio Grande RiverColorado RiverHudson River

GeographySS3G1a.(DOK 1) Locate the Mississippi River, Hudson River, Colorado River, Ohio River and Rio Grande River on the map

Best Practices Example Lesson Plan –Geography

ActivatorsG1.a,b Review mnemonicG1.a,b U.S. Rivers Mountain Ranges – powerpoint

I do/We doGeorgia Experience: map skills Chapter 2 Chapter 3

Georgia Studies Weekly:Week 8Week 9

G1 Geography - powerpointG1 Major Rivers and Mountains -review powerpointG1.a,b U.S. Map with mnemonic

You doStudents use blank anchor chart map to identify rivers and mountains

AssessmentStudies Weekly Teacher Resource Q2

b. Identify major mountain ranges of the United States of America: Appalachian, Rocky

Where are the Appalachian Mountains?Where are the Rocky Mountains?

Appalachian MountainsRocky Mountains

b.(DOK 2) Locate and describe the Appalachian Mountains and Rocky Mountains

c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.

Where is the equator? Prime meridian?What is latitude and longitude?How does latitude and longitude help you locate places on

GlobeEquatorPrime MeridianLongitudeLatitude

c.(DOK 1)Locate the Equatorc.(DOK 1)Locate the Prime Meridianc.(DOK 1) Define latitude and longitudec.(DOK 1) Identify

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a map? lines of latitude and longitude

Frameworks Lessons from GA DOE

G1 Global Knowledge – flipchart

Click here for other lessons and resources

Paul Revere (Independence) – about 7 daysGPS Standards Understand

(Essential Question)

Know Be Able To(Matches EQ)

System Resources

Paul RevereSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutionsa. Paul Revere (independence)

Paul RevereSS3H2

Who was Paul Revere?How did Paul Revere impact US democracy?How did Paul Revere impact our culture?

Paul RevereSS3H2IndependenceSons of LibertyBoston Tea PartyPatriotsColonyMidnight Ride

Paul RevereSS3H2a.(DOK 1 )Describe characteristics of Paul Reverea.(DOK 2) Explain the impact that Paul Revere had on the US democracy (freedom from England, events that led to the Revolutionary War)

Paul RevereSS3H2

Best Practices Example Lesson Plan – Paul Revere

ActivatorsPaul Revere House – website

Paul Revere –video

Paul Revere - narrative chainPaul Revere - graphic organizer for narrative chain

I do/We doGeorgia Studies Weekly:Week 3

1000 Readers #12

H2 Paul Revere – flipchart

Conflict and Changeb. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them

What obstacles did Paul Revere have to overcome?

LibertyDemocracyTaxesRepresentationCourageSocial barriersCharacter traitsDeclaration of IndependenceConstitution

b.(DOK 2) Explain the obstacles that Paul Revere had to overcome and how did he overcome them(ex. death of father, captured by British, etc. overcame by using character traits of courage, independence, liberty and leadership)

a.b.(DOK 2) Describe how Paul Revere showed the character traits of leadership, diligence, cooperation and courage(Midnight Ride, Sons of

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Revolutionary War

Liberty, Boston Tea Party, American Revolution)

Georgia Experience: Chapter 5

Various Paul Revere activities - website

Resources continued on the next page

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.Individuals, Groups, and Institutionsa. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

SS3CG2

What character traits describe Paul Revere and why?

You DoH2, CG2, G2 Paul Revere – graphic organizer

AssessmentsStudies Weekly Teacher Resource pages 15-18

H2, CG2 American Heroes Anchor Chart - complete Paul Revere section

Frameworks Lessons from GA DOE

Click here for other lessons and resources

b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

How did Paul Revere demonstrate independence?

c. Explain how the historical figures in SS3H2a chose when to respect and accept authority

c.(DOK 2) Explain how Paul Revere chose to respect and accept authority while working for social change

Paul RevereSS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.Location

a. Identify on political map specific locations significant to the life and

Paul RevereSS3G2

Where did Paul Revere live?

Paul Reverea.(DOK 1) Locate where Paul Revere, lived, worked and traveled on the map (Boston, Lexington and Concord)

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times of these historic figures.

Conflict and Change b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

What opportunities did Paul Revere have because of where he lived?

How did the place where Paul Revere lived effect the choices he could make?

How did Paul Revere impact our culture?

b.(DOK 2) Discuss how Paul’s life was influenced by being a patriot in Boston, a messenger, a member of the Sons of Liberty and a silversmith

b.(DOK 2) Describe how Revere adapted to and was influenced by his environment (colonization and the desire to break away from England, the influence this had on the colonists

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

Location

d. Trace examples of travel and movement of these historic figures and their ideas across time.

c.e.(DOK 2) Discuss where Paul Revere lived and worked and how it impacted his life, others and our country

Conflict and Change e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

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Frederick Douglass – about 7 days(Civil Rights)

GPS Standards Understand(Essential Question)

Know Be Able To(Matches EQ)

System Resources

Frederick DouglassSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutionsa. Frederick Douglass (civil rights)

Conflict and Changeb. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Frederick DouglassSS3H2

How did Frederick Douglass work to improve expand people’s rights and freedoms?

What was the political climate during Frederick Douglass’s time?

Frederick DouglassSS3H2 Frederick Douglass

Civil rights Slavery Anti-slavery Abolitionist Courage Leadership Diligence Freedom of conscience and expression

Frederick DouglassSS3H2a.(DOK 2 )Discuss how Frederick Douglass’ worked to expand the rights and freedoms of Americans’ democracy (civil right, anti-slavery)

b.(DOK 2) Discuss the obstacles Frederick Douglass had to overcome (ex. beaten for learning to read, escaped from slavery, etc.)

Frederick DouglassSS3H2, SS3CG2

Best Practices Example Lesson Plan – Frederick Douglass

ActivatorsFrederick Douglass (1:33)- video (can be used as an activator or summarizer)

Frederick Douglass Quote – display when you are discussing Douglass learning to read

Frederick Douglass – anticipation guide

Famous American Rap – begin with DouglassBrain Pop – Frederick DouglassFrederick Douglass (4:03) – video (can be used as an activator or summarizer)

I Do/ We doFrederick Douglass – flipchart

Frederick Douglass – locationBe sure to identify these locations on your United States classroom map as well.

Frederick DouglassSS3CG2 The student will discuss the character of different historical figures in SS3H2a.

Individuals, Groups, and Institutionsa. Describe how the different historical figures in SS3H2a display positive character traits

Frederick DouglassSS3CG2

What social barriers did Frederick Douglass have to overcome? How did he overcome them?

Frederick Douglass

a.b.(DOK 2) Describe how Frederick Douglass showed leadership, diligence, cooperation and courage (escaped slavery, learned to read, North Star, abolitionist)a.b.(DOK 2) Discuss how

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of cooperation, diligence, courage, and leadership.b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

How does Frederick Douglass exhibit positive character traits?

Frederick Douglass’ belief in freedom of conscience and expression impacted his actions.

Frederick Douglass – interactive American Heroes Series Biography

Frederick Douglass – biography response sheet (to be used during or after reading interactive biography)

*Students should make a graphic organizer to record important information

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Locationa. Identify on a political map specific locations significant to the life and times of these historic figures.

Conflict and Changeb. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

SS3G2

Where was Frederick Douglass raised?

What examples of travel and movement were significant during Frederick Douglass’ lifetime?

How did growing up in the south affect Frederick Douglass’ feelings about how different groups of people were treated?

a.b.d.(DOK 1) Locate where Frederick Douglass lived, worked and traveled on the map (southeast to northeast)

c.(DOK2) Describe how Frederick Douglass’ belief in liberty was influenced by his environment (born a slave, ran away, worked against slavery)

Georgia Experience: Chapter 6

Georgia Studies Weekly:*Week 5

1000 Readers #101

Frederick Douglass – narrative chainFrederick Douglass – narrative chain graphic organizer

You do

Frederick Douglass – character trait organizer

Frederick Douglass – anchor chartFrederick Douglass – graphic organizer

Assessment

Georgia Studies Weekly Teacher Resource Pages 23-26

H2, CG2 American Heroes Anchor Chart - complete Frederick Douglass section

After teaching Frederick Douglass, add

Frederick DouglassLocationd. Trace examples of travel and movement of these historic figures and their ideas across time.

Conflict and Change

Frederick DouglassHow was Fredrick Douglass influenced by his environment?

Frederick Douglass

e. Describe how the region that Douglass lived affected his life and cultural identification

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e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

How did where Frederick Douglass live impact his cultural identification?

his picture to your classroom timeline.

Frameworks Lessons from GA DOE

Click here for other lessons and resources

EconomicsEconomics: Goods and Services Provided by the Government (E2) – about 5 days

GPS Standards Understand(Essential Question)

Know Be Able To(Matches EQ)

System Resources

Production, Distribution, ConsumptionSS3E2 The student will explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.(Note: In Kindergarten, students explained that people earn income by exchanging their human resources for wages or salaries. In 1st grade, they identified goods that people make and services they provide. In 2nd grade, they identified ways in which goods and services are allocated. New learning is

EconomicsSS3E2

What are the 3 levels of government?

What kinds of goods and services does our local government provide?

What kinds of goods and services does our national government provide?

Why do we have to pay taxes?

EconomicsSS3E2 Market economy

Taxes Schools Libraries Roads Police Fire Military Public Private Goods Services Local National Labor Sales tax Property tax Income tax National level State level Local level

EconomicsSS3E2(DOK1) Define a market economy

(DOK 2) Distinguish between goods and services.

(DOK2) Compare goods provided by local government and the national (federal) government

(DOK2) Compare services provided by the local government and the national government(DOK2) Explain how the government uses money generated through tax collection to pay for goods

EconomicsSS3E2

Best Practices Example Lesson Plan – Economics Q1

ActivatorTax Man Max – video activator

BrainPop – Goods & Services

I do/ We doGeorgia Experience:

Chapter 16 (Your Taxes at Work)

Georgia Studies Weekly: *Week 16

Tax Man – short Readers Theatre

Discovery Education: Taxes (1:08)

You doPaying for Community Services - activity

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to explain that government provides certain goods and services and pays for these through taxes.)

and services Assessment

Georgia Studies Weekly Teacher Resource

Frameworks Lessons from GA DOE

Click here for other lessons and resources

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