Curriculum Framework 3rd Quarter Social Studies

Third Grade

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.) 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.

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

“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

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

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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 Framework 3rd Quarter Social Studies

Third Grade

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 VocabularyEffective 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.

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.)

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

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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Third Grade

TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

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.

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.

Example: 3-5 Reading

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

“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.)

Example: 3-5 ListeningTrade RoutesEntering: Identify information on trade routes from oral statements supported graphically or visually (e.g., points on timelines or icons on maps)

Beginning:Arrange information on trade routes from oral directions supported visually or graphically (e.g. timelines , graphs, charts, maps)

Developing:Order or sequence information on trade routes from oral directions supported visually or graphically

Expanding:Interpret information on trade routes from oral descriptions supported visually or graphically

Bridging:Draw conclusions from information on trade routes from oral discourse supported visually or graphically

Grade 3 Pacing Guide

Time 1st Quarter Time 3rd QuarterWeeks 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 Interpret culture, physical features summarize the history,

location of regions and countries, goods and services, import vs. exports, and natural resources

Weeks 5-6 Antarctica 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

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Third Grade

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

Time 2nd Quarter Time 4th QuarterWeeks 1-5 North America

Culture, language, clothing, beliers, map features, timelines, historical people inventors/inventions, purpose of government, three branches of government, Constitutions, Civic 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.

*Please note these timeframes are suggestions. Actual instructional timing may vary due to schedule complications, remediation and other factors.

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

Europe- History/Culture/InventionsWeeks: 1-4

Suggested Texts: Europe (1000L-Read Aloud)): http://school.eb.com/levels/middle/article/353110/print (username shelby password: county)Let’s Explore Europe(NA): http://bookshop.europa.eu/en/let-s-explore-europe--pbNA0114598/

3.39 Describe the diversity, but unified nature of people within a continent or region, food, art, beliefs, customs, and music

3.39 How do the people of Europe differ? What are cultural foods, arts, customs and music of Europe?

I can describe how the people of Europe are similar and different.

I can describe common foods

3.39 Students will explore the continent of Europe by downloading and reading Let’s Explore Europe via http://bookshop.europa.eu/en/let-s-explore-europe--pbNA0114598/. After reading the text in sections, students will write a summary of each section read (people, food, art, customs, beliefs, music, and animals). The teacher and students may also refer to http://www.timeforkids.com/around-the-world to get facts on different countries.Literacy Ri.3.1, RI.3.2, W.3.2, W.3.7, W.3.6

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

3.40 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)

3.41 Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom). (G)

3.42 Identify major physical features of the continent (G): • Mountains – Alps, Gibraltar

of Europe. I can describe common

customs of Europe. I can describe European

music. I can describe European

beliefs. I can use artifacts and

photographs to help understand different cultures.

3.40 What are some historical events of Europe?

I can use timelines, primary sources, and historical passages to summarize the history of Europe.

3.41 What are some major countries in Europe?

I can identify major countries of Europe including France, Italy, Germany, Russia, Spain, and United Kingdom.

I can label major countries of Europe.

3.42 What are some major physical features of Europe?

I can identify major physical components of Europe.

I can recognize the

3.40 The teacher will read aloud “chunks’ of History of Europe via the link http://encyclopedia.kids.net.au/page/hi/History_of_Europe#The_origins. Students will discuss and take notes as the teacher asks text dependent questions. When the reading has concluded, the class will create a timeline of events that make up Europe’s history. Literacy RI.3, .1, RI3.2,

3.40 Students will use their notes from there class discussion and reading on the history of Europe and their class created timeline to write a summary of Europe’s history.Literacy RI.3.1, Ri.3.2, W.3.2

3.41 Students will review and analyze a map of Europe using the link http://images.slideplayer.com/24/7377608/slides/slide_6.jpg or http://www.worldatlasbook.com/images/maps/europe-map-countries-capital-printable.jpg. Students will then write sentences that describe different countries in Europe using relative location/information. Example: Russia is the largest country in Europe. France is southwest of Germany. Italy is on the coast of Europe and resembles the shape of a boot.Literacy RI.3.7, RI.3.5

3.41, 3.42 Students will review their sentences on relative location of major European countries. Students will then locate and label the major countries of Europe on a blank map. Students will also include the Alps, Gibraltar, Arctic Ocean, and the Mediterranean Sea.Blank maps of Europe can be fund using the links below:

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

• Bodies of Water - Arctic Ocean, Mediterranean Sea

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

3.44 Interpret a chart, graph, or resource map of major imports and exports. (E, G)

identifying characteristics of the geographic features of Europe.

3.43 Why is there a scarcity of water and food in areas of Europe?

I can list examples of scarcity in and around specific regions in Europe.

I can explain how countries, people, regions deal with scarcity of resources.

3.44 What are some major imports and exports in Europe?

I can interpret a chart, graph, or resource map of major imports and exports.

I can distinguish between imports and exports.

http://www.worldatlasbook.com/europe/europe-blank-map.htmlhttps://www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf http://www.d-maps.com/pays.php?num_pay=192&lang=en http://www.freeworldmaps.net/printable/europe/europe_outline.pdf

3.43 The teacher will review and discuss scarcity using the scarcity flow chart http://moodle.pennfield.net/pluginfile.php/59307/mod_resource/content/2/Whole%20unit%202%20student%20document.12.pdf. The teacher will read aloud, students will discuss, analyze and take notes on portions/excepts from Fresh Water Resources from different countries in Europe and have students to determine the levels of scarcity each country is experiencing or has experienced. Students will write their findings and determination in a letter to a peer. The teacher may refer to links below. Literacy RI.3.1, RI.3.2, W.3.2 Fresh Water ResourcesGermany http://www.climatechangepost.com/germany/fresh-water-resources/ Italy http://www.climatechangepost.com/italy/fresh-water-resources/Francehttp://www.climatechangepost.com/france/fresh-water-resources/ Spainhttp://www.climatechangepost.com/spain/fresh-water-resources/

3.44 Students will identify major imports and exports of European countries. Students may refer to Importing and Exporting in a Global Market: Definition, Process & Importance via http://study.com/academy/lesson/importing-and-exporting-in-a-global-market.html and. Make a “T” chart listing imports and exports and have students decide which are most important to economy of the region. Add to the chart forces can change the import and export business in a region using Forces that Affect Trade in Global Markets via http://study.com/academy/lesson/forces-the-affect-trade-in-global-markets.html. Literacy: RI.3.3, W.3.7, RI.3.5

3.44 Students will analyze and discuss various charts and graphs on different imports and exports of Europe. Students will then use their analysis and discussion notes to summarize or interpret the charts and graphs. Teachers and students may refer to the links below.Literacy RI.3.7, RI.3.5, W.3.2

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

3.45 Compare and contrast a monarchy and a democratic form of government. (P)

3.45 What is the difference between a monarchy and a democratic form of government/

I can compare and contrast a monarchy and a democratic form of government.

Content Vocabulary (Tier 3):ancestors, arctic ocean, democracy, government, cultures, euro, geysers, monarchy, parliament, traditions, imports, exports, continent

Academic Vocabulary (Tier 2):Bordering, compare, contrast, interpret, identify, analyze, describeVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/

Who Supplies Europe’s Oil?http://www.transportenvironment.org/sites/te/files/WhoSuppliesEuropesOil_ENG_0.png Europe, Breakdown of Oil Importshttps://www.manicore.com/documentation/petrole/pic_futur_graph25.jpg Top Global Oil Importershttp://www.sightline.org/wp-content/uploads/2011/12/ScreenHunter_01-Dec.-15-12.00-563x510.gif Top 10 U.S. Food Exports to Russia, 2013https://img.washingtonpost.com/wp-apps/imrs.php?src=https://img.washingtonpost.com/blogs/wonkblog/files/2014/08/Top-10-U-S-food-exports-to-Russia-in-2013-Dollar-value_chartbuilder.png&w=480 3.45 Students will write to compare and contrast a monarchy and a democratic form of government. Students may refer to the Democracy via the link http://school.eb.com/levels/elementary/article/352935/print, Monarchy (Read Aloud) using the link http://school.eb.com/levels/elementary/article/353481/print, Constitutional Monarchies and Republics in Europe via http://study.com/academy/lesson/constitutional-monarchies-and-republics-in-europe.htmlLiteracy RI 3.3,W.3.7, RI.3.5, RI.3.1, RI.3.2

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

AntarcticaWeeks: 5-6

Suggested Text:Antarctica (N/A): http://school.eb.com/levels/middle/article/352760/print (username shelby password: county)Stuck in the Icy Ocean by Kate Paixao (540L): https://www.readworks.org/passages/stuck-icy-ocean Frozen Home (760L): https://www.readworks.org/passages/frozen-home Welcome to Antarctica: www.slideshare.net/elkissn/welcome-to- antarctica -informational- text Life at McMurdo (N/A): http://www.timeforkids.com/node/140131/print

3.63 Create a multimedia presentation of social studies stories about explorations to Antarctica; add drawings or other visual displays to stories or accounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (C, G)

3.64 Use timelines and historical passages to summarize the history of a

3.63 What are some stories about explorations to Antarctica?

I can create a visual display to show experiences about explorations to Antarctica.

3.64 How can timelines and historical passages help us to understand

1. 3.63 After reading various texts about Antarctica, students will create PowerPoints, murals of Antarctica’s explorers, and/or artifacts that depict Antarctica. Students will accompany their multimedia presentations with written summaries or explanations of the texts read and the videos viewed. Literacy W.3.7, W.3.2,W.3.6, W.3.5, RI.3.1, RI.3.2, RI.3.5, RI.3.7Antarctica (Article)http://school.eb.com/levels/middle/article/352760/printA Day in the Life (Daily Timeline)http://www.timeforkids.com/destination/antarctica/day-in-life Stuck in the Icy Ocean (Article) https://www.readworks.org/passages/stuck-icy-ocean Frozen Home (Article)https://www.readworks.org/passages/frozen-home

2.3.64 Students will analyze and discuss the timeline of Antarctica via the link

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

region including events, inventions/inventors, artists, writers, and political figures. (C, H, P)Suggestions are: James Clark Ross, Richard E. Byrd, and South Magnetic Pole.3.65 Conduct a short research project to examine the Antarctic Treaty. (P)

3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met. (G)

3.67 Read and interpret information about the impact of people on the environment. (G)

events in history? I can use timelines and

historical passages to summarize the history of a region.

3.65 What is the Antarctic Treaty, and why was it important to the exploration of the continent?

I can explain what the Antarctica Treaty is and why it is important to Antarctica.

3.66 Why are there only temporary residents in Antarctica, and how does the environment effect on basic needs?

I can explain the impact of the physical environment and its natural resources have on the basic need of humans and animals.

3.67 How do people affect the environment of Antarctica?

I can explain how people impact the environment of Antarctica.

http://www.timeforkids.com/files/media/110114_g5_2.pdf , historical time link via the link http://www.timeforkids.com/destination/antarctica/history-timeline, and a slideshow of Antarctica’s explorers via the link http://www.timeforkids.com/photos-video/slideshow/antarctic-explorers/136876 to write a summary of explorations of Antarctica. Literacy RI.3.5, RI.3.7, W.3.2

3.65 The teacher and students will read The Summary of the Antarctica Treaty via the link http://classroom.antarctica.gov.au/__data/assets/pdf_file/0004/99463/treaty-summary.pdf and The Arctic Treaty using the link http://www.ats.aq/e/ats.htm . As a class, students will discuss the purpose of the Arctic Treaty. Students will write a paragraph to summarize the artic treaty and will write a paragraph to suggest revisions or amendments for the future and why. Literacy RI.3.1, RI.3.2, W.3.2, W.3.7

3.66 The students will use the chart Polar Exploration via the link http://www.timeforkids.com/files/media/120928_g5_2.pdf to compare and contrast the North Pole and the South Pole by answering questions about the chart and writing a comparative piece. Literacy RI.3.5, RI.3.7

3.66 After reviewing the chart Polar exploration, as a class, compare and contrast the climate of Antarctica and other continents, with a focus on North America. Discuss ways in which living in a climate like Antarctica may be either dangerous or exciting. Students will imagine being exiled in Antarctica for an extended period. What tools and survival skills would you need in order to survive such harsh living conditions? Students will discuss the impact of living in such a climate and how it may adversely affect the future growth or decline of the inhabitants. Literacy RI.3.1, RI.3.2, W.3.2, W.3.7

3.67. Assign pairs of students to research and gather information about how tourism and mining may affect the habitats of animals, the marine system, food chains, the ice-shelf, and overall environment. Students will write descriptive reports detailing the positive and negative impacts. Teachers may refer to the link below during research.Literacy W.3.2, W.3.7Humans Impacts in Antarctica

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

3.68 Identify McMurdo Station. (G)

3.68 What is the McMurdo Station? I can explain the McMurdo

Station, and its purpose in Antarctica.

Content Vocabulary (Tier 3):desert, continent, research station, explorer, expedition, peninsula, Magnetic Pole, treaty, pollution, atmosphere, extinct, Academic Vocabulary (Tier 2):Impact, research, identify, interpret, explain, conduct, present, scientific, species, temperature, geologist, glaciers, Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html 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/

http://www.antarctica.gov.au/environment/human-impacts-in-antarctica Human Impacts on Antarctica and Threats to the Environmenthttp://www.coolantarctica.com/Antarctica%20fact%20file/science/human_impact_on_antarctica.phpHuman Impacts on Antarctica and Threats to the Environmenthttp://www.coolantarctica.com/Antarctica%20fact%20file/science/threats_pollution.php

3.68 The teacher and students will read Life at McMurdo via the link http://www.timeforkids.com/node/140131/print. Students will then create a flyer or short newspaper article that details what the station is doing for Antarctica. The teacher and students may refer to the following: McMurdo Stationhttp://www.nsf.gov/geo/plr/support/mcmurdo.jspThe McMurdo Station Webcams http://www.usap.gov/videoclipsandmaps/mcmWebCam.cfm, McMurdo Station Antarctica via http://www.coolantarctica.com/Community/mcmurdo/mcmurdo_base_antarctica.htm Virtual Tour - McMurdo Station, Antarcticahttp://astro.uchicago.edu/cara/vtour/mcmurdo/ Literacy W.3.2, W.3.7, W.3.4, RI.3.1

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

SecondaryReading/VocabularyBuilding.aspx

AustraliaWeeks: 7-9

Suggested Text:Austrailia (860L): http://school.eb.com/levels/elementary/article/345639/print (username: shelby/ password: county)Land Down Under: Around the World in Third Grade (TN History for Kids Booklet) Pp. 75-80Aboriginal People (840L): http://school.eb.com/levels/middle/article/352698 (username: shelby/ password: county)The Great Barrier Reef (1060L) http://school.eb.com/levels/elementary/article/353207/print (username: shelby/ password: county)New Zealand (840L): http://school.eb.com/levels/middle/article/345755/print (username: shelby/ password: county)Ayer’s Rock (890L): http://school.eb.com/levels/middle/article/437596/print (username: shelby/ password: county)Tasmania (750L): http://school.eb.com/levels/middle/article/399673/print (username: shelby/ password: county

3.53 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

3.54 Use information gained from timelines, primary sources and

3.53 What makes one place different from other continents?

I can summarize the history of Australia.

I can summarize the culture of Australia.

I can create a brochure that persuades tourists to visit Australia.

3.54 How has Australia changed over time? What were some challenges and

3.53 While/after reading Australia using the link http://school.eb.com/levels/elementary/article/345639/print and Land Down Under: Around the World in Third Grade Pp. 75-80, students will complete a graphic organizer to prepare for a written summary the history and culture of the people of Australia. Literacy RI.3.1, RI.3.2,W.3.2)

3.53 Research Australian customs and holidays. How do they compare to those in the United States? Compare the culture of Australia with that of the United States. Students will make a brochure of places to visit, animals, music and customs of Australia. Students may references below: Welcome To Australia: Overviews in PowerPoint Format http://australia.mrdonn.org/powerpoints.htmlAustralia http://kids.nationalgeographic.com/explore/countries/australia/Time for Kids Around the Word: Australiahttp://www.timeforkids.com/destination/australia , Australia for Kidshttp://www2.lhric.org/pocantico/australia/australia.htm . Literacy RI.3.7, SL.3.1

3.54 Divide the class in to small groups and have them research periods of Australia history

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

informational text to identify major historical people, events and patterns. (C, G, H, P)

3.55 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. (G)

struggles for the Aboriginal People? I can use a time line to

describe the changes and progression of Australia.

I can explain the experiences of the Aboriginal People.

3.55 Where are some of the major landforms in Australia?

I can identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania.

and create timeline of events that shaped Australia’s history. Student may use Australia Timeline via http://www.timeforkids.com/destination/australia/history-timeline and Australia History Timeline viahttp://www.datesandevents.org/places-timelines/05-australia-history-timeline.htm to complete the assignment. (Literacy RI.3.7,SL.3.1)

3.54 The teacher and students will read the text Aboriginal People using the link http://school.eb.com/levels/middle/article/352698. Students will read to determine the changes Aboriginal people experienced from their arrival to Australia to present time. Students will summarize the experiences of the Aboriginal People. Literacy RI.3.2, W.3.2

3.55 With teacher assistance, students will read The Great Barrier Reef using the link http://school.eb.com/levels/elementary/article/353207/print, view the videos and picture of The Great Barrie Reef via the link http://school.eb.com/levels/middle/article/274636/media. Students will then write a summary of the article on the Great Barrier Reef. Literacy RI.3.1, RI.3.2, W.3.2, RI.3.5, RI.3.7

3.55Students will read New Zealand http://school.eb.com/levels/middle/article/345755/print. Students will then answer text dependent questions. Literacy RI.3.1, RI.3.2, RI.3.5

What are the major exports of New Zealand? What animals originated in New Zealand? Describe the climate of New Zealand. Where is New Zealand located in relation to Australia? How were the natives of New Zealand and when did they arrive there?

3.55 Students will read the article Ayer’s Rock using the link http://school.eb.com/levels/middle/article/437596/print and view and discuss videos and pictures of Ayer’s Rock using the link http://school.eb.com/levels/middle/article/437596/media. Students then use information from the text and graphics to write a letter to a friend or family member to inform them of Ayer’s

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

3.56 Interpret a chart, graph, or resource map of major imports and exports. (E, G)

3.56 What are some major imports and exports from Australia?

I can interpret a chart, graph, or resource map of major imports and exports.

Rock. Literacy RI.3.1, RI.3.2, RI.3.5, RI.3.7, W.3.23.55 Students will read Tasmania using the link http://school.eb.com/levels/middle/article/399673/print and view and discuss the flag and map of Tasmania via http://school.eb.com/levels/middle/article/399673/media. Students will then write an informative paragraph on Tasmania using information from the text and graphics reviewed. Literacy RI.3.1, RI.3.2, RI.3.5, W.3.2

3.55 Create a map of Australia and label Great Barrier Reef, New Zealand, Ayers Rock and Tasmania. Label other landforms and major cities using The Geography of Australia link http://www.ducksters.com/geography/country/australia.php . (Literacy W.3.7)

Maps of Australiahttps://saylordotorg.github.io/text_world-regional-geography-people-places-and-globalization/s15-australia-and-new-zealand.html http://www.mapsofworld.com/australia-and-oceania/political-map.html Blank Map of Australiahttp://www.mapsofworld.com/australia/maps/australia-outline-map.pdf

3.56 Examine import/ export charts and graphs for Australia. In groups, students will analyze the charts and graphs as well as answer questions. Students will discuss their analysis and interpretations of the charts and graphs. Which ones are important to the US? Students will then write an informative paragraph that details the major imports and exports of Australia. (Literacy RI.3.1, RI.3.3, RI.3.5)

Maps, Charts, and Graphs of Imports and Exports of Australiahttp://www.asiamattersforamerica.org/australia/data/trade/importexport http://www.businessinsider.com.au/maps-and-charts-the-surprising-differences-in-imports-and-exports-for-each-australian-state-2014-4 . http://3.bp.blogspot.com/-ckFDQYPZKGM/VBj4P_WcJMI/AAAAAAAAGCM/SiHFheKlPlM/s1600/Australia's%2BPrincipal%2BGoods%2Band%2BServices%2BExports.PNG

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

TN State Social Studies StandardsGuiding Questions &

Vocabulary (Tier 2 & 3)Instructional Activities and Resources

Content Vocabulary (Tier 3):Aborigine, coral, Great Barrier ReefMarsupials, natural resources, outback,parliamentary system, imports, exports

Academic Vocabulary (Tier 2):Interpret, analyze, identify, borderingVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html 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

Pacer Kids Against Bullyinghttp://www.pacerkidsagainstbullying.org/kab/Smart Exchangehttp://exchange.smarttech.com/#tab=0Celebrating Patriotic Holidayshttp://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays

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Additional Resources

Curriculum Framework 3rd Quarter Social Studies

Third Grade

Tennessee State Symbolshttp://www.learninggamesforkids.com/us_state_games/tennessee/ World Book Kidshttp://www.worldbookonline.com/kids/home?#media/mp000170 What Rights, Duties, and Obligations Does American Citizenship Entail?http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.htmlJumpstart: Geography Activitieshttp://www.jumpstart.com/parents/activities/geography-activities Make Learning Funhttp://www.sheppardsoftware.com/web_games.htmNew York State K-12 Social Studies Resource Toolkit: Kindergarten-Grade 4https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-kindergarten-grade-4http://exchange.smarttech.com/#tab=0 Celebrating Patriotic Holidayshttp://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays Tennessee State Symbolshttp://www.learninggamesforkids.com/us_state_games/tennessee/ World Book Kidshttp://www.worldbookonline.com/kids/home?#media/mp000170 What Rights, Duties, and Obligations Does American Citizenship Entail?http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.html Reading and Study Skillshttp://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/reading-and-study-skills-foldables.pdfJumpstart: Geography Activitieshttp://www.jumpstart.com/parents/activities/geography-activities Make Learning Funhttp://www.sheppardsoftware.com/web_games.htm 10 Children’s books that teach diversityhttp://www.sheknows.com/parenting/articles/981657/10-childrens-books-that-teach-diversity Social Studies Games and Movieshttps://jr.brainpop.com/socialstudies/ Kid’s Encyclopediahttp://kids.britannica.com/elementary/art-88703 Time for Kidswww.timeforkids.comTennessee History for Kids

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Curriculum Framework 3rd Quarter Social Studies

Third Grade

http://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelineshttp://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: Launch Packs (username: shelby password: county)http://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.html

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